중국유수(留守)아동의 공감능력 및 교사의 정서표 현성이 학교생활적응에 미치는 영향

The Effect of Children’s Empathy Ability and Teacher’s Emotional Expression on Chinese Left-Behind

This purpose of this study was to examine the relationships among a child’s empathy ability and a teacher’s emotional expressiveness and Chinese Left-behind Children’s school Adjustment. A total of 380 Chinese Left-behind Children’s reported Empathy Ability and School Life Adjustment and 31 teachers reported Emotional Expression. The data were analyzed using SEM. According to the results, First, A child’s empathy ability was significantly related to School Life Adjustment. Second, a teacher’s negation emotional was significantly related to School Life Adjustment. These results highlight the importance of executive function in Chinese Left-behind Children’s Empathy Ability and Teacher’s Emotional Expressive in demoting School Life Adjustment and can be used as basic data to prevent behavioral problems of Chinese Left-behind Children and their self-resilience.