Longitudinal relations between social avoidance, academic achievement, and adjustment in Chinese children

2022 ◽  
Vol 79 ◽  
pp. 101385
Author(s):  
Xuechen Ding ◽  
Wen Zhang ◽  
Laura L. Ooi ◽  
Robert J. Coplan ◽  
Simin Zhang ◽  
...  
2018 ◽  
Vol 47 (7) ◽  
pp. 1265-1276 ◽  
Author(s):  
Xuechen Ding ◽  
Robert J. Coplan ◽  
Xinmei Deng ◽  
Laura L. Ooi ◽  
Dan Li ◽  
...  

2010 ◽  
Vol 22 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Xinyin Chen ◽  
Xiaorui Huang ◽  
Lei Chang ◽  
Li Wang ◽  
Dan Li

AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.


2004 ◽  
Vol 28 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Xinyin Chen ◽  
Carla Zappulla ◽  
Alida Lo Coco ◽  
Barry Schneider ◽  
Violet Kaspar ◽  
...  

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children’s self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.


2020 ◽  
Vol 91 (5) ◽  
pp. 1718-1732
Author(s):  
Rui Fu ◽  
Jinsol Lee ◽  
Xinyin Chen ◽  
Li Wang

1999 ◽  
Vol 23 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Bo-shu Li ◽  
Dan Li

A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.


2017 ◽  
Vol 36 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Junsheng Liu ◽  
Amanda Bullock ◽  
Robert J. Coplan ◽  
Xinyin Chen ◽  
Dan Li ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document