The Characteristics And Influencing Factors Of The Social And Emotional Competence Of The Firstborns In The Two-Child Families ——An Example Of Junior High School Students In Inner Mongolia

As one of the most important factors affecting students’ happiness and success in the 21 st century,social-emotional competencies have received more and more attention from society.Today is no longer an era in which simple accumulation of knowledge can lead to success.The 21 st century requires high-quality talents with all-round development.Numerous studies have shown that social-emotional competencies are positively predictive of students’ academic performance,which means that we should not only focus on academics,but also on the development of students’ social-emotional competencies.Junior high school students who are in adolescence are often more sensitive to emotional experience,especially the first child of a non-onechild family.They face additional problems caused by siblings than their peers.This study firstly investigated the development of social-emotional competence of junior high school students in some areas of Inner Mongolia through quantitative research,and then based on the results of quantitative research,through qualitative research to deeply understand the external performance and internal emotional experience and impact of first-born social-emotional competence factors,and put forward corresponding suggestions and countermeasures.This study adopts a combination of quantitative and qualitative methods.First,the questionnaire survey method was used to understand the current situation of the development of junior high school students’ social-emotional competence.The material is coded and analyzed.The results show that（1）through quantitative research,it is found that the development of junior high school students’ social-emotional competence is at an upper-middle level.（2）There are significant differences in the socialemotional competencies of junior high school students in grades,whether they are only children or not,and in birth order.（3）Through qualitative research,it is found that the performance characteristics of the first-born social-emotional competence are reflected in two aspects: external performance and internal experience.The external performance can be summarized as 8 aspects of sensible and independent,being treated differently,rebellious and resisting,being brave to take responsibility,accompany each other,and dare to give,tolerance,understanding,and friendship;internal experience can be summarized into 6 aspects of grievance,loss,helplessness,resistance,irritability,and warmth;the influencing factors can be summarized into 3 aspects: own characteristics,family environment,and campus environment.The above results show that the overall development of junior high school students’ social-emotional competence is good;the social-emotional competence of the first-year students is higher than that of the second-and third-year students;the social-emotional competence of only-children is higher than that of non-only-children,and the non-only-children’s socialemotional competence is the best The social-emotional competence of the first child is lower than that of the second child.Negative emotions such as grievance,loss,helplessness,resistance,and irritability in the first child’s internal experience can easily induce mental health problems in the first child.Its external performance and internal experience are affected by its own characteristics,family environment and campus environment.