小学4~5年级社会情绪指标的结构和培养研究
Study on the Structure and Cultivation of Social Emotion Index of Grade 4 or 5 Students

通过对33名4~5年级学生进行关键行为事件访谈，建构了我国小学四五年级学生的社会情绪指标，研究结果表明：1) 采用BEI关键事件访谈法建构四五年级学生社会情绪指标，其指标的频次和最高等级分数受到访谈长度的影响，但平均数不受影响，且能区分高社会情绪水平和低社会情绪水平者，故采用平均数确定四五年级学生社会情绪指标具有稳定性。2) 交叉效度检验证实，感恩、积极心态、激情和坚持性这四个指标为四五年级学生的社会情绪健康指标；3) 采用团体焦点访谈法对社会情绪指标进行完善补充，发现抗逆力是四五年级学生关键的社会情绪指标；4) 基于社会情绪指标的确立，设计的干预方案能切实提高四五年级学生的社会情绪水平。研究从核心胜任特征角度探究小学高年级学生社会情绪的指标，为社会情绪的相关研究提供了实证支持，同时，对于开展小学生社会情绪的干预培养提供了一定的实践借鉴意义。
In this study, 33 students from grade 4 to 5 were chosen to conduct the Behavioral Event Interview to discuss the social emotion indicators of fourth or fifth grade students in China. The results showed that: 1) Using the Behavioral Event Interview to construct four or five grade students’ social emotional index here, index’s frequencies and maximal level of complexity were influenced by interview length, but there was no difference in average score. What’s more, average score could differentiate superstars and average performers. So using the average score to determine the social emotion indicators was more stability; 2) The results of cross validity confirm that gratitude, positive attitude, passion and persistence are the social emotional health indicators of grade 4 and 5 students; 3) The Focus Group Interview can be used to supplement the social emotional indicators of students in grades 4 and 5, and the measurement results show that resilience is a key social emotional indicator of students in grades 4 and 5; 4) Based on the index of social emotion, the designed intervention scheme can improve the social emotional level of 4 or 5 grade students. This study explored the indicators of social emotion of senior primary school students from the perspective of the theory of Competency Model, which provided empirical support for relevant studies on social emotion. Meanwhile, it also provided certain reference significance for carrying out the social emotion intervention training of primary school students in minority areas.