LAUSR

Objective Empathy is the ability to adopt another person’s perspective and experience the thoughts and emotions of that individual. A growing number of studies have shown that school-age children’s empathy robustly contributes to their interpersonal communication, academic achievement and psychosocial adjustment. For school-age children, school becomes the main place for learning and socializing. The student-teacher relationship is an important interpersonal relationship between children and adults after they leave home, which plays an important role in the development of children’s self-ability. However, the relationship between student-teacher relationship and children’s empathy and its mechanisms are unclear. This study aimed to explore the influence of student-teacher relationship on school-age children’s empathy, and the mediating roles of emotional intelligence. Methods 468 school-age children (250 boys and 238 girls) aged 8–11 (Mage = 9.22, SDage = 1.20) from Guizhou Province completed questionnaires about student-teacher relationship, emotional intelligence, and children’s empathy. Results The results showed that student-teacher relationship positively and directly predicted empathy for girls, but not for boys. In addition, we also found that emotional intelligence mediated the relationship between student-teacher relationship and children’s empathy among both boys and girls. Conclusion This study reveals the effect of student-teacher relationship on the school-age children’s empathy, and the unique mediating role of emotional intelligence. Moreover, this study further reveals the different effects of student-teacher relationship on boys’ and girls’ empathy, emphasizing that positive student-teacher relationship can directly promote the development of girls’ empathy. Finally, this study emphasizes that cultivating and improving the emotional intelligence of school-age children may be an effective way to promote the development of children’s empathy.