Relation between academic achievement and social adjustment: Evidence from Chinese children.

1997 ◽  
Vol 33 (3) ◽  
pp. 518-525 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Social Adjustment ◽  
Chinese Children

Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

2010 ◽  
Vol 22 (3) ◽  
pp. 583-592 ◽  
Author(s):  
Xinyin Chen ◽  
Xiaorui Huang ◽  
Lei Chang ◽  
Li Wang ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Social Competence ◽  
School Performance ◽  
Indirect Effects ◽  
Structural Equation ◽  
Chinese Children ◽  
Equation Modeling ◽  
Cascade Effects ◽  
School Records

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.

A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

2019 ◽  
Vol 22 (3) ◽  
pp. 403-418 ◽  
Author(s):  
Jenny Veldman ◽  
Loes Meeussen ◽  
Colette van Laar
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Social Class ◽  
Social Identity ◽  
University Students ◽  
Social Adjustment ◽  
First Generation ◽  
First Year ◽  
The Social ◽  
First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment

2004 ◽  
Vol 28 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Xinyin Chen ◽  
Carla Zappulla ◽  
Alida Lo Coco ◽  
Barry Schneider ◽  
Violet Kaspar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Peer Acceptance ◽  
School Adjustment ◽  
School Achievement ◽  
Chinese Children ◽  
Self Perceptions ◽  
Self Worth ◽  
Canadian Chinese ◽  
Italian Children

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.

Social Adjustment, Academic Performance, and Creativity of Taiwanese Children with Tourette's Syndrome

2011 ◽  
Vol 108 (3) ◽  
pp. 791-798 ◽  
Author(s):  
Mei-Hue Wei
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Social Adjustment ◽  
Creative Thinking ◽  
Disruptive Behaviors ◽  
Tourette's Syndrome ◽  
Tourette’S Syndrome ◽  
Control Group ◽  
Typical Development ◽  
The Social

The purpose was to describe the social adjustment, academic achievement, and creativity of 127 Taiwanese children with Tourette's Syndrome and a control group of 138 Taiwanese children with typical development and reports of the parents of both groups. The Tourette's Syndrome group had significantly more disruptive behaviors than the controls; most parents reported their children with Tourette's Syndrome had high academic achievement although the children scored significantly lower than controls on the Elaboration subtest of Creative Thinking.

scholarly journals CLINICAL STUDIES ON LEARNING DISORDER IN AYURVEDA - A REVIEW

2021 ◽  
Vol p5 (02) ◽  
pp. 2733-2739
Author(s):  
Subina T. K ◽  
Satheesh K
Keyword(s):  
Academic Achievement ◽  
Clinical Practice ◽  
Social Adjustment ◽  
Learning Process ◽  
Clinical Studies ◽  
Growth And Development ◽  
Learning Disorders ◽  
Learning Disorder ◽  
Linguistic Processing ◽  
Developmental Skills

Learning disorders are defined as problems in securing of developmental skills, academic achievement, social adjustment and secondarily emotional growth and development as a consequence of perceptual and linguistic processing deficits. The prevalence of learning disorders is 15.17 % in Southern India. In ayurvedic classics no separate narrative of such disease is seen, but many times delayed developmental skills such as Vāksḳalanam, alpamedha-smṛti etc. are stated and different remedies are considered for them. The Indriyās (sense faculties), Manas (mind), Buddhi (intellect) are comprised in the process of Jñānotpatti. Any altered function in these components hampers the learning process. Even if several studies have been conducted in Ayurveda on Learning disorder, the area remains still non conclusive. This is an attempt to report the studies from the postgraduate institute for Ayurveda psychiatry, with the available conclusions so as to augment the accessible possibilities in the clinical practice.

scholarly journals Home Adjustment, School Adjustment and Social Adjustment of Higher Secondary School Students: A Review

2021 ◽  
pp. 502-506
Author(s):  
Khurshid Ahmad Bhat ◽  
Prof. Nighat Basu
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Social Adjustment ◽  
Environmental Conditions ◽  
Secondary School Students ◽  
Group Discussion ◽  
School Adjustment ◽  
Review Of Literature ◽  
School Students

Adjustment is a process that is supposed to lead to a person's happy and contented life. It establishes a balance between requirements and capacity to meet them, persuades those concerned to adapt their lifestyles to the demands of the circumstances, and provides the strength and capability to bring about desired changes in environmental conditions. The study suggested that schools must emphasize teaching students how to adjust to themselves and their surroundings, rather than just excellent academic achievement. Schools must hold regular sessions with student's parents to keep them informed about their children's progress. Schools must keep a separate record of students' behaviour inside the school and identify emotionally immature students. This will help them to give counseling. All the schools must be upgraded with modern amenities such as a well-equipped laboratory, a well-stocked library, and well-organized classrooms. In the classroom, a technique of group discussion and other curricular activities might be organized. As a result, the student's adjustment will improve. This study presents a review of literature on the topic. This paper is an attempt to reviews the papers from 2010 to 2020.

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