Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (3): 322-331.doi: 10.16187/j.cnki.issn1001-4918.2025.03.03

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Elementary School Students’ Social-emotional Competence, Teacher-student Relationship and Peer Relationship: A Cross-lagged Analysis

DENG Yuze1, YANG Jiaqi1, ZHU Zhiying1,2, WANG Yehui1   

  1. 1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. Guangzhou Tianhe District Teacher Development Center, Guangzhou 510623
  • Published:2025-05-20

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Abstract: To investigate the predictive relationships among elementary school students’ social-emotional competence, teacher-student relationship and peer relationship, a total of 2776 fourth-grade students were selected. The Chinese version of the Delaware Social-Emotional Competency Scale, the teacher-student relationship scale, and peer nomination were used to conduct the two surveys at a two-year interval. The results showed that: (1) Teacher-student relationship and social-emotional competence had bidirectional prediction; (2) Peer acceptance and social-emotional competence also had bidirectional prediction. Peer rejection in grade 4 negatively predicted social-emotional competence in grade 6; (3) Peer acceptance and peer rejection in grade 4 significantly predicted teacher-student relationship in grade 6. The study revealed complex predictive relationships between social-emotional competence, peer relationship, and teacher-student relationship, which had implications for promoting the development of interpersonal relationships and social-emotional competence among elementary school students.

Key words: elementary school students, social-emotional competence, teacher-student relationship, peer acceptance, peer rejection

CLC Number: 

  • B844
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