| 情境分层：家庭如何影响大学生的社会情感能力 |
| Contextual Stratification: How Families Influence University Students' Social-Emotional Competence |
| 摘要点击： 195 全文点击： 51 |
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| 中文关键词：社会情感能力 家庭背景 结构分层 情境分层 |
| 英文关键词：social-emotional competence family background structural stratification contextual stratification |
| 基金项目：江苏省社会科学基金项目课题“分类招生背景下高职院校高质量技能人才培养路径研究”（22JYB004）；国家社会科学基金一般课题“高校困难学生社会互动中情感能量的形成机制研究”（BIA230183） |
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| 中文摘要： |
| 社会情感能力作为大学生全面发展的重要组成部分，正日益受到学界关注。本研究通过对937份调查问卷的分析，系统探讨家庭社会经济地位、教养方式与社会情感能力的关联。研究发现：社会经济地位对社会情感能力的影响存在异质性，情感温暖型养育能显著提升社会情感能力，且社会经济地位与教养方式间的关联具有情境性。这表明，社会情感能力并非社会经济地位梯度的简单投射，需要重新审视以往强调个体实践直接反映个体在宏观结构中所处位置的社会分层理论。因此，需进一步探索不同情境中家庭资本的具体构成和阶层划分标准。同时，家庭教育策略应着重培育情感支持性环境，通过强化亲子情感联结促进子代社会情感能力的发展，这一发现为普惠性家庭教育支持政策的制定提供了理论依据。 |
| 英文摘要： |
| Social-emotional competence, as an important component of college students' all-round development, is increasingly attracting academic attention. Through the analysis of 937 questionnaires, this study systematically explores the relationship between family socio-economic status, parenting styles and social-emotional competence. The research finds that the impact of socio-economic status on social-emotional competence is heterogeneous. Warm and affectionate parenting can significantly enhance social-emotional competence, and the relationship between socio-economic status and parenting styles is context-dependent. This indicates that social-emotional competence is not a simple reflection of the socio-economic status gradient, and the previous social stratification theory emphasizing that individual practice directly reflects the macro-structural position needs to be re-examined. Therefore, it is necessary to further explore the specific composition of family capital and the criteria for class division in different contexts. At the same time, family education strategies should focus on fostering an emotionally supportive environment and promoting the development of children's social-emotional competence by strengthening the emotional bond between parents and children. This finding provides a theoretical basis for the formulation of inclusive family education support policies. |
