期刊名称：International Journal of Adolescence and Youth
印刷版ISSN：0267-3843
电子版ISSN：2164-4527
出版年度：2019
卷号：24
期号：1
页码：1-11
DOI：10.1080/02673843.2018.1455059
出版社：Taylor and Francis Ltd
摘要：This cross-sectional study examines gender-informed teachers’ and early adolescents’ reports of emotional competencies within the school setting. The sample for the current study consisted of 290 emerging adolescents (114 boys, 170 girls) recruited from 24 schools. Social-emotional competencies were assessed by students’ self-report questionnaires and teacher and parent reports. Results showed significant positive associations between teacher-rated emotional competencies and emerging adolescents’ self-reports with three of the four Interpersonal Reactivity Index subscales (Perspective Taking, r = .231, p = .000; Fantasy, r = .303, p = .000; and Empathetic Concern, r = .196, p = .007). Significant gender differences were also found as both adults and adolescents’ rated girls as showing greater emotional competencies than boys. Results are discussed in terms of future research directions and implications for educational strategies and practices to help build prosocial and emotional abilities and behaviours.
关键词：Emerging adolescence ; Theory of mind ; emotional competence ; teacher-reports
