Correlation Between Teacher-Student Communication And Emotional Intelligence of Primary School Students Based on Positive Psychology

College of Economics and Management, Northwest A&F University, Yangling, 712100, China

^* Corresponding author: Luna.wang-bisz@basischina.com

Abstract

The development of emotional intelligence is significant for primary school students who are in a critical period of social and emotional development. In recent years, the integration of positive psychology and education has attracted more and more attention from the public, and teacher-student communication has always been an essential component in the education sector. In summary, the correlation between teacher-student communication under the theory of positive psychology and primary school students’ emotional intelligence has research significance and value. This research collects three cases of teacher-student communication based on the three major fields of positive psychology in a school and combines the ‘Emotional Intelligence Scale’ (EIS) to analyze the correlation between teacher-student communication and pupils’ emotional intelligence. The results show that teacher-student communication based on the three major fields of positive psychology promotes the four dimensions of primary school students’ emotional perception, self-emotional regulation, regulation of others’ emotions, and use of emotions. Primary school teachers are recommended to adopt this method for teacher-student communication.