Shuyang Li,Jie Wang,Suling Ma

Objective: Based on the ecological systems theory, this study explores the mechanism by which the family environment affects the social-emotional competence of primary school students and examines the mediating role of the parent-child relationship. Methods: Using the Family Environment Scale (FES), the Child-Parent Relationship Scale (CPRS), and the Primary School Students' Social-Emotional Competence Scale, a survey was conducted among 1145 primary school students. Results: (1) The development of various dimensions of primary school students' social-emotional competence was unbalanced: self-awareness, awareness of others, and interpersonal skills were relatively well-developed, while self-management and self-regulation were weaker. (2) Cohesion had a stronger positive predictive effect on social-emotional competence than free expression. (3) The intimate parent-child relationship played a partial mediating role. (4) Conflict expression was beneficial to the development of social-emotional competence but showed no significant correlation with the parent-child relationship. Conclusion: The family environment affects social-emotional competence through both direct pathways and the mediating pathway of the parent-child relationship. Cohesion has a direct enhancing effect, while the parent-child relationship serves as a crucial bridge connecting the family environment and the development of social-emotional competence.

Family environment; Primary school students; Social-emotional competence; Parent-child relationship

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