幼儿园教师共情能力与幼儿共情能力的关系：师幼关系的中介作用
The Relationship between Kindergarten Teachers’ Empathy and Preschoolers’ Empathy: The Mediating Role of Teacher-Child Relationships
DOI: 10.12677/ass.2026.152099, PDF,    科研立项经费支持
作者: 李钦芮, 颜志强*：湖南师范大学教育科学学院，湖南 长沙；贺 娇：梧州职业学院教育学院，广西 梧州；黄慧琪, 熊 优：湖南第一师范学院教育学院，湖南 长沙
关键词: 个体共情能力；师幼关系；幼儿园教师；学前幼儿；社会情感能力；Individual Empathy； Teacher-Child Relationships； Kindergarten Teachers； Preschool Children； Social-Emotional Competence
摘要: 本研究旨在探讨幼儿园教师共情能力、师幼关系与幼儿共情能力之间的相关性及其中介机制。采用方便取样法，对湖南省多所幼儿园的1346名教师进行问卷调查，使用工具包括中文版人际反应指针量表、师幼关系量表和共情反应量表。结果显示，幼儿园教师共情能力、师幼关系中的亲密性与依赖性以及幼儿共情能力之间均呈显著正相关，而教师共情能力和幼儿共情能力均与师幼关系中的冲突性呈显著负相关。进一步分析表明，师幼关系在教师共情能力与幼儿共情能力的联系中呈现完全中介效应。研究结果揭示了变量间的统计关联，即教师共情能力与积极的师幼关系密切相关，并以此为中介与幼儿共情能力存在显著的间接联系。
Abstract: This study examined the relationships and underlying associations among kindergarten teachers’ empathy, teacher-child relationships, and children’s empathy. Using a convenience sampling approach, questionnaire data were collected from 1346 teachers in multiple kindergartens in Hunan Province. The instruments included the Chinese version of the Interpersonal Reactivity Index, the Teacher-Child Relationship Scale, and the Empathy Response Scale. The results indicated that teachers’ empathy, closeness and dependency in teacher-child relationships, and children’s empathy were significantly and positively correlated, whereas both teachers’ empathy and children’s empathy were significantly negatively correlated with conflict in teacher-child relationships. Mediation analyses further revealed that teacher-child relationships fully mediated the association between teachers’ empathy and children’s empathy. These findings suggest that kindergarten teachers’ empathy is indirectly associated with children’s empathy via positive teacher-child relationships.
文章引用：李钦芮, 贺娇, 黄慧琪, 熊优, 颜志强. 幼儿园教师共情能力与幼儿共情能力的关系：师幼关系的中介作用[J]. 社会科学前沿, 2026, 15(2): 10-18. https://doi.org/10.12677/ass.2026.152099

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