Abstract
Select 180 primary school students from a city primary school in Shanghai, a developed area in eastern China, and 146 primary school students from a rural primary school in Jingzhou, a centrally underdeveloped area, as subjects. The method of scale is used to explore the influence of family socioeconomic status on the emotional intelligence of primary school students, and the mediating role of parenting styles in this influence and the difference in this effect in the two regions. The results show that: (1) The socioeconomic status and emotional intelligence of primary school students in Jingzhou are significantly lower than those of primary school students in Shanghai. In terms of parenting style, the emotional warmth and understanding of the fathers and mothers of Jingzhou’s primary school students are both significantly lower than those of Shanghai’s primary school students; (2) the socioeconomic status and emotional intelligence of the primary school students in Jingzhou are significantly and positively correlated with the parents’ emotional warmth and understanding parenting styles, while the socioeconomic status and emotional intelligence of the primary school students in Shanghai are only significantly positively correlated with the father’s emotional warmth and understanding parenting style; and (3) parenting style has a mediating effect between family socioeconomic status and emotional intelligence, but this effect has regional differences. The specific performance is as follows: The parents’ emotional warmth and understanding parenting styles of the primary school students in Jingzhou play a partial mediating effect between the family socioeconomic status and emotional intelligence, while the Shanghai primary school students’ fathers’ emotional warmth and understanding parenting style plays a complete mediating effect in family socioeconomic status and emotional intelligence.
Highlights
Since the reform and opening up, Chinese social economy has developed rapidly, and people’s living standards have continued to improve, but at the same time, there have been problems, such as imbalanced urban and rural social and economic development
The family socioeconomic status of the students of Jingzhou rural primary schools is significantly lower than that of the students of Shanghai urban primary schools. This result is in line with the overall status quo of the imbalanced social and economic development in urban and rural areas after China’s reform and opening up, and the overall situation of rural areas lagging behind cities
The difference in family socioeconomic status will lead to differences in parenting styles
Summary
Since the reform and opening up, Chinese social economy has developed rapidly, and people’s living standards have continued to improve, but at the same time, there have been problems, such as imbalanced urban and rural social and economic development This imbalance leads to differentiation and stratification of family socioeconomic status (Liu and Tian, 2018). It is assumed that the family socioeconomic status of primary school students will affect their emotional intelligence through the mediating effect of parenting styles, but this mechanism has regional differences. There are significant regional differences in family socioeconomic status, parenting style, and emotional intelligence among primary school students. 2. The family socioeconomic status, parenting styles, and emotional intelligence of primary school students are significantly correlated with each other. 3. The family socioeconomic status of primary school students affects their emotional intelligence, and parenting style mediates the effect between family socioeconomic status and emotional intelligence, but there are regional differences in this effect
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