The Relationship Between Teacher–Student Relationship and Adolescent Emotional Intelligence: A Chain-Mediated Mediation Model of Openness and Empathy

Abstract

Background As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual’s emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students’ emotional intelligence. Objective Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students’ emotional intelligence, and the mediating roles of students’ openness and emotional intelligence. Methods In this study, a total of 352 adolescents (11–15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale. Results Teacher-student relationship were positively correlated with students’ openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students’ emotional intelligence; students’ openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence. Conclusion The closeness and supportiveness of the teacher-student relationship were positively related to students’ openness, empathy, and emotional intelligence were positively correlated.

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