| Along with our country's emphasis on vocational education in recent years,the secondary vocational school education scale expanded,which provides a number of skilled talents to the society.But due to the rapid development,the alienation of interpersonal relationship and the teacher-student relationships in the secondary vocational schools is increasingly nervous,serious conflicts often happen.The teacher-student relationships is the most basic and important relationships during education teaching process,it will produce profound effect to student's learning emotion,self-awareness and mental health,personality development and physical and mental development.The relationship between teachers and students is the most important relationship of the whole process of education teaching in school,the good and bad with more directly related to the overall effect of the education teaching,the school,the achievement of the goal of training and the mental health of students and their all-round development.Due to source of students,faculty,and different training goal of secondary vocational school,which compared with the ordinary colleges and universities,the secondary vocational schools show more particularity relationship between the teachers and students.Good relationship between teachers and students is the key to cultivate high-quality professional and technical personnel,to meet the needs of social development,to survival and development for the secondary vocational schools.Each education workers cannot beg the question how to establish a good and harmonious relationship between teachers and students,which is also a key to promote the development of vocational education and reform.At present,secondary vocational school teachers and students relations extremely nervous,to a certain extent,it affects the normal education of the teachers'teaching work;therefore,in today's vocational education development,it is very necessary do the in-depth study of the relationship between teachers and students.This paper study secondary vocational school students,use<Emotional Intelligence Scale>Chinese version,<Coping Styles Scale of Middle School Students>and<Teacher-Student Relationships Questionnaire>to test,and investigate coping styles on emotional intelligence of secondary vocational students and the characteristics of the relationship between teachers and students;Analyze differences of teachers and students relationship for their different coping styles,gender and grade;Coping style is the mediation role of emotional intelligence and the teachers and students relationship.Determine how connection between the three to know how to improve the teachers-students relationship in secondary vocational student in the education teaching;hopes to provide reference to build harmonious teachers-students relationship for secondary vocational schools.It is very important significance for the vocational school education reform,the school teaching quality,students' physical and mental health development.The study found:(1)Secondary vocational school students' emotional intelligence exist differences relate to gender,grade,if is class leaders,if attend students' club activities.That girl,senior student,part-time students the class cadre,joining a club students emotional intelligence level is higher than male,junior student,not as the class cadre students and joining a club.(2)Secondary vocational school students' response of pointing problem have differences relate to grade,if is class leaders,if attend students' club activities,if is from single parent family.The senior students,as the class cadre students join the students and students of single-parent families,in case of stress events is more used when pointing to the problem of coping styles.There are differences of pointing emotion response which relate to grade.The lower grade students in case of stress events use point to more emotional response.(3)In secondary vocational school the teachers-students relationship of conflict,supportive there are differences relate to gender.The boys conflict is higher than girls,and its supporting lower than girls.The relationship between teachers and students of conflict,supportive and satisfaction there are differences relate to grade.The junior student conflict is higher than the seniors,and its support,satisfaction is below the seniors.The relationship between teachers and students there are differences relate to if is class leaders,if attend students' club activities.Wich works as the class cadre and joining a club students more harmonious relationship between teachers and students.(4)Secondary dimension of emotional intelligence and pointing to the problem of coping,problem solving,seeking support and positive rationalize has significant positive correlation.Total emotional intelligence,emotional expression ability and avoid negative correlation;Emotional feeling ability and the response to the mood,patience,escape,venting,fantasy,denied the existence of significant negative correlation;Understand their own emotions and to deal with,fantasy,denied the existence of significant positive correlation,is positively correlated with patience.Secondary relationship between teachers and students of conflicting factors with a significant negative correlation between emotional intelligence,and the teachers-students relationship of intimacy,supportive,satisfaction factor,and there are significant positive correlations between emotional intelligence.Problem solving,seeking support,reasonable explanation factor and point to the problem of dealing with subscales exists significant negative correlation between the conflict between teachers and students;and the intimacy of the relationship between teachers and students,there were significant positive correlations between support and satisfaction.Patience,escape,vent emotions,fantasy,denial and pointing to coping with the relationship between teachers and students there were significant positive correlations between conflicting factors;with supportive relationship between teachers and students,there is significant negative correlation between satisfaction factors;patience factor and the intimacy of the relationship between teachers and students factors has significant negative correlation.(5)Emotional feeling ability,ability to understand others' emotions and emotional expression are positively significant forecasts point to the problem of coping with and problem solving,and positive rationalize;Emotional feeling,understand their own emotions and understand others positively significant prediction for support.Emotional feeling could significantly negatively predict response to the mood,patience,escape,venting,fantasy/denied;Understand their own emotions,understanding others' emotions are significantly predict the response to the mood,patience,escape,fantasy/denied;Understand their own emotions are significantly predict vent.Emotional feeling and understand others' emotions positively significant predict the teachers-students relationship of intimacy;Emotional feelings and emotional expression ability could significantly negatively predict the conflict relationship between teachers and students.The emotional feeling ability positively significant predicts the support and satisfaction of the relationship between teachers and students.Pointing problem response positively significant could predict intimacy of relationship of teachers and students.Patience could significantly negatively predict intimacy of relationship of teachers and students.Pointing emotional response could significantly positively predict conflict of relationship of teachers and students.Pointing problem response could significantly negatively predict conflict of relationship of teachers and students.Pointing problem response could significantly positively predict support of relationship of teachers and students.Pointing emotional response could significantly negatively predict support of relationship of teachers and students.Problem solving and seeking support could significantly positively predict satisfaction of relationship of teachers and students.Pointing emotional response could significantly negatively predict satisfaction of relationship of teachers and students.(6)Response of pointing problem is partial intermediary effect in emotional intelligence between teacher-student relationships. |
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