A Survey on the Current Situation of Social and Emotional Competence of Teacher Trainees in the Age of Artificial Intelligence and Exploration of Practice

In the context of the artificial intelligence era, paying attention to the development of the social and emotional competence of teacher-training students is of great practical significance for the healthy and comprehensive development of teacher-training students and their growth into high-quality technical and skilled talents. The study uses the correlation coefficient method, multiple linear regression, quantile regression, and other methods to carry out a questionnaire survey and practical exploration of the relevant data of students in a provincial teacher training university. The overall development of social and emotional competence of teacher education students is poor, and the overall social and emotional competence of teacher education students is only 3.91. Among them, teacher-student relationships and peer and parent-child interactions are the key factors affecting the development of social and emotional competence of teacher-education students, and the regression coefficients of these factors are 0.194, 0.161, and 0.146, respectively. The marginal effects of the teacher-student relationship and the social and emotional competence of teacher-education students are in an “inverted L-shape”. The marginal influence of the teacher-student relationship and teacher-student social and emotional competence showed an “inverted L-shaped” trend. Peer and parent-child interactions had the greatest positive impact on the social and emotional competence of teacher trainees around the median, which was roughly characterized by an “inverted U-shape”. The study suggests emphasizing social and emotional competence, promoting comprehensive development of teacher trainees, strengthening parent-child emotional care and peer communication, and seeking more scientific, rational and effective methods to improve students’ social and emotional competence.