Background: As the role of emotional intelligence has been increasingly explored, researchers generally agree that emotional intelligence is a better predictor of individual success. And fortunately, emotional intelligence is somewhat easily shaped. Schools are important microsites for the shaping of an individual’s emotional intelligence. Good teacher-student relationship contribute to the shaping and development of students’ emotional intelligence.
Objective: Based on the theory of developmental contextualism, the current study aims to identify the relationship between good teacher-student relationship and students’ emotional intelligence, and the mediating roles of students’ openness and emotional intelligence.
Methods: In this study, a total of 352 adolescents (11– 15 years old) from two schools were surveyed using the teacher-student relationship scale, big five inventory openness subscale, and emotional intelligence scale.
Results: Teacher-student relationship were positively correlated with students’ openness, empathy, and emotional intelligence. Teacher-student relationship positively predicted students’ emotional intelligence; students’ openness and empathy played a fully mediating role in teacher-student relationship and emotional intelligence.
Conclusion: The closeness and supportiveness of the teacher-student relationship were positively related to students’ openness, empathy, and emotional intelligence were positively correlated.
Keywords: teacher–student relationship, openness, empathy, emotional intelligence, adolescents