This study focuses on the differences in the development of social and emotional skills(SES) between urban and rural primary school students.Through empirical research,it reveals the disparities and their underlying causes,providing a scientific basis for promoting balanced educational development in urban and rural areas.Using stratified random sampling,the study selected third- to sixth-grade students from four urban and rural primary schools inTaizhou City,Jiangsu Province.The Social and Emotional Skills Scale was employed to measure SES development,followed by chi-square tests and one-way ANOVA toexplore influencing factors at the individual,family,and school levels.The results indicate significant differences in overall SES and its dimensions between urban and rural students,with urban students scoring moderately higher,particularly in task competence,emotional regulation,and interpersonal skills.At the individual level,gender and age were not factors contributing to urban-rural differences.At the family level, being an only child did not cause disparities,whereaslong-term cohabitation arrangements and parental education levels did.At the school level,the availability of after-school service resources and class sizeswere significant factors.Therefore,it is recommended to phase in SES education programs to narrow the urban-rural gap,improve the quality of family companionship to strengthen its foundational role in SES development,and optimize the allocation of after-school resources to ensure equitable and balanced educationalprogress.
Key words
Primary school students /
Social and Emotional Skills /
Urban-Rural Differences /
Influencing factors
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