Sociable and prosocial dimensions of social competence in Chinese children: Common and unique contributions to social, academic, and psychological adjustment.

2000 ◽  
Vol 36 (3) ◽  
pp. 302-314 ◽  
Author(s):  
Xinyin Chen ◽  
Dan Li ◽  
Zhen-yun Li ◽  
Bo-shu Li ◽  
Mowei Liu
Keyword(s):  
Social Competence ◽  
Psychological Adjustment ◽  
Chinese Children

Social and psychological adjustment of Chinese Canadian children

2010 ◽  
Vol 34 (4) ◽  
pp. 330-338 ◽  
Author(s):  
Xinyin Chen ◽  
Hennis Chi-Hang Tse
Keyword(s):  
Social Competence ◽  
Social Functioning ◽  
Peer Relationships ◽  
Psychological Adjustment ◽  
Well Being ◽  
Chinese Children ◽  
Adjustment Problems ◽  
Self Reports ◽  
Self Worth ◽  
Chinese Canadian

This study examined social and psychological adjustment of immigrant and Canadian-born Chinese children in Canada. Participants included a sample of elementary school children (N = 356, M age = 11 years). Data on social functioning, peer relationships, school-related social competence, perceived self-worth, and loneliness were collected from peer assessments, teacher ratings, and self-reports. The results indicated that immigrant and Canadian-born Chinese children had different experiences of social and psychological adjustment in the school. Among aspects of acculturation, English proficiency and participation in Chinese cultural activities were positively associated with social competence and negatively associated with adjustment problems, particularly in immigrant Chinese children. These results indicate the involvement of contextual factors in children’s social functioning and psychological well-being.

Uncertainty orientation in Chinese children: Relations with school and psychological adjustment

2008 ◽  
Vol 32 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Zhengyan Wang ◽  
Xinyin Chen ◽  
Richard Sorrentino ◽  
Andrew C. H. Szeto
Keyword(s):  
Psychological Adjustment ◽  
Elementary School Children ◽  
Emotional Adjustment ◽  
Study Data ◽  
Chinese Children ◽  
Learning Problems ◽  
Multiple Sources ◽  
Self Perceptions ◽  
Uncertainty Orientation ◽  
Self Reports

The purpose of this study was to examine uncertainty orientation and its relations with school and psychological adjustment in Chinese children. A sample of elementary school children in P.R. China, aged 10 to 12 years, participated in the study. Data concerning uncertainty orientation, academic performance and socio-emotional adjustment were obtained from multiple sources including projective assessments, teacher ratings and self-reports. It was found that children in grade 6 had higher scores on uncertainty orientation than those in grades 4 and 5. Uncertainty orientation was positively associated with school-related competence, academic achievement and self-perceptions of competence, and negatively associated with learning problems and loneliness. The results suggest that uncertainty orientation is an adaptive characteristic in 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.

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.

Parental Reports of Psychological Adjustment and Social Competence in Child Survivors of Acute Lymphocytic Leukemia

1998 ◽  
Vol 27 (2) ◽  
pp. 113-129 ◽  
Author(s):  
Meghan D. Shelby ◽  
Richard J. Nagle ◽  
Laura L. Barnett-Queen ◽  
Patricia D. Quattlebaum ◽  
Donald F. Wuori
Keyword(s):  
Social Competence ◽  
Psychological Adjustment ◽  
Acute Lymphocytic Leukemia ◽  
Lymphocytic Leukemia ◽  
Child Survivors ◽  
Parental Reports

Relations of shyness–sensitivity and unsociability with adjustment in middle childhood and early adolescence in suburban Chinese children

2016 ◽  
Vol 41 (6) ◽  
pp. 681-687 ◽  
Author(s):  
Junsheng Liu ◽  
Xinyin Chen ◽  
Ying Zhou ◽  
Dan Li ◽  
Rui Fu ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Psychological Adjustment ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Social Withdrawal ◽  
Teacher Ratings ◽  
Chinese Children ◽  
Self Reports ◽  
School Records ◽  
Chinese Children And Adolescents

This study examined how shyness–sensitivity and unsociability were associated with social, school, and psychological adjustment in Chinese children and adolescents. Participants included 564 children (272 boys, Mage=9 years) and 462 adolescents (246 boys, Mage=13 years) in a suburban region in China. Data were obtained from peer assessments, sociometric nominations, teacher-ratings, self-reports, and school records. The results showed that relations of shyness and unsociability with adjustment differed in middle childhood and early adolescence. Shyness tended to be associated with social and psychological problems more evidently in adolescence than in childhood. In contrast, unsociability was associated with problems more evidently across domains in childhood than in adolescence. The results indicate that the implications of the two main forms of social withdrawal may vary across developmental periods.

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