Effects Of Teachers’ Emotional Labor,Teacher-student Relationship,Peer Relationship On Positive Personal Trait Of Rural Boarding Left-behind Children

With the development of socialization,a special group of left-behind children has appeared in our country,and their mental health problems have attracted the attention of all walks of life.Boarding school is an important way to solve the problem of left-behind children at the present stage.The studies have shown that boarding school can improve the quality of life of left-behind children and help them grow up healthily.But there are also studies showing that boarding schools can also affect the psychological development of left-behind children.With the development of positive psychology,attention to the positive development of children themselves has become a new perspective for the study of left-behind children.Therefore,attention to the development of Positive personal trait of left-behind children in boarding schools is also an important research content of psychology.As important factors in the school environment,teachers and classmates have great influence on individual development.Therefore,this study mainly discusses the development characteristics of Positive personal trait of left-behind children in boarding school through two studies,and how to cultivate Positive personal traitof left-behind children.Study I:Designed to explore the influence of teachers’ emotional labor on the Positive personal trait of left-behind children.The left-behind children and their homeroom teachers in 66 classes in 6 schools inGuizhou and Shanxi provinces were measured by using teacher emotional labor scale,teacher-student relationship scale,peer relationship scale,optimist-pessimistic scale and positive/negative emotion scale.The results showed that:(1)Teachers’ emotional labor,teacher-student relationship and Peer relationship are significantly correlated with optimist-pessimistic and positive/negative emotions;(2)The teacher-student relationship plays a mediating role in the relationship between teachers’ emotional labor and left-behind children’s Positive personal trait;(3)The interaction between teacher emotional labor and peer relationship cannot affect the Positive personal trait of left-behind children.Study 2: Investigate the development trend of left-behind children’s Positive personal trait,and the influence of teachers’ emotional labor on the development track of left-behind children’s Positive personal trait.The same research tool was used to conduct a questionnaire survey on the selected classes.The measurement was performed once every 6 months,and a total of 3 follow-up measurements were performed.To explore the characteristics of the development of left-behind children’s Positive personal trait and examine the mechanism of teachers’ emotional labor on left-behind children’s Positive personal trait.The results showed that:(4)Left-behind children’s optimistic and positive emotions have a significant linear growth trend,pessimism has a significant downward trend,negative emotions are relatively stable,there is no significant upward or downward trend;(5)Teachers’ emotional labor,teacher-student relationship,and peer relationship will affect the development level of left-behind children’s Positive personal trait measured in the third time.(6)Teachers’ emotional labor can positively predict the development trend of left-behind children’s positive emotions.The relationship between teachers and students can affect the pessimistic development trend of left-behind children.The interaction between teacher emotional labor and peer relationship can predict the pessimistic development trend of left-behind children.Conclusion: Rural boarding schools should pay attention to teachers’ emotional labor,and then effectively improve the level of teacher-student relationship and peer relationship of left-behind children,so as to give full play to the role of teachers’ emotional labor in caring and education of left-behind children in boarding schools,and promote the cultivation of positive psychological quality of children in boarding schools.