Depressed mood in Chinese children: Development significance for social and school adjustment

2000 ◽  
Vol 24 (4) ◽  
pp. 472-479 ◽  
Author(s):  
Xinyin Chen ◽  
Bo-shu Li
Keyword(s):  
Depressed Mood ◽  
School Adjustment ◽  
School Achievement ◽  
Study Data ◽  
Chinese Children ◽  
Multiple Sources ◽  
Republic Of China ◽  
Adjustment Difficulties ◽  
Significant Phenomenon ◽  
Children Development

Children’s socioemotional problems have been largely neglected in Chinese collectivistic cultures. The purpose of the study was to examine contributions of depressed mood to social and school adjustment in Chinese children. A sample of children in the People’s Republic of China, initially aged 12 years, participated in this two-year longitudinal study. Data concerning depressed mood, and social and academic performance were obtained from multiple sources including self-reports, peer assessments, teacher ratings, and school records. It was found that depressed mood was stable over the two years. Moreover, depression contributed negatively to later social and school achievement and positively to the development of adjustment difficulties. These results suggest that depressed mood is a significant phenomenon in social and psychological development in Chinese children and thus deserves attention from parents, teachers and professionals.

Adolescent Outcomes of Social Functioning in Chinese Children

1999 ◽  
Vol 23 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Bo-shu Li ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Social Functioning ◽  
Peer Acceptance ◽  
School Adjustment ◽  
Study Data ◽  
Chinese Children ◽  
Adolescent Adjustment ◽  
Multiple Sources ◽  
Western Literature ◽  
Teachers Perceptions

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.

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.

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.

scholarly journals Sugar-Sweetened Beverage Consumption Status and Its Association with Childhood Obesity among Chinese Children Aged 6–17 Years

Nutrients ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 2211
Author(s):  
Qian Gan ◽  
Peipei Xu ◽  
Titi Yang ◽  
Wei Cao ◽  
Juan Xu ◽  
...  
Keyword(s):  
Childhood Obesity ◽  
Urban Areas ◽  
Study Data ◽  
Chinese Children ◽  
Obesity Prevalence ◽  
Older Children ◽  
Sugar Sweetened Beverage ◽  
School Aged Children ◽  
Chinese School ◽  
And Control

Objective: There is a remarkable growth in sugar-sweetened (SSB) production and obesity prevalence among school-aged children in China. This paper describes SSB consumption and its association with obesity among Chinese children aged 6–17 years in 2012. Methods: in total, 25,553 children aged 6~17 years enrolled in the China Nutrition and Health Surveillance 2010–2013 were included in this study. Data of SSB consumption frequency and quantity were obtained from a food frequency questionnaire, and the children’s nutritional status was assessed. Multivariate logistic regression was used to evaluate the association between SSB consumption and obesity status. Results: SSB intake was estimated as 181.0 g/day, occurring 2.2 times/week. Older children, males, children from urban areas, and children with higher socioeconomic status were more likely to consume SSBs. Children who consumed SSBs 1~<5 times/week (11.7%) and >5 times/week (12.9%) were more likely to be overweight/obesity than those who consumed SSBs less than once/week. Conclusion: SSB consumption was common among Chinese school-aged children, especially among males, older children, and children from urban areas. High consumption of SSBs was associated with a higher prevalence of overweight/obesity. Actions and plans are required to reduce SSB consumption and control childhood obesity in China.

scholarly journals Islamic Education: An Islamic “Wisdom-Based Cultural Environment” in a Western Context

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 409 ◽  
Author(s):  
Fella Lahmar
Keyword(s):  
Practical Wisdom ◽  
Educational Practice ◽  
Study Data ◽  
Pedagogical Practices ◽  
Islamic Education ◽  
Educational Goals ◽  
Cultural Environment ◽  
Multiple Sources ◽  
Islamic Schools ◽  
Phd Thesis

As the number and types of Islamic schools in a Western context have increased, so too have the questions on their purpose and impact in pluralistic Western societies. Amid this increasingly complex environment, questions are raised, both internally and externally, to determine the nature of Islamic educational goals, schools’ knowledge and pedagogical practices. Analysis in this paper draws on multiple sources of data: classical and contemporary literature on education in Islam; the Department for Education (DfE) school census and the Office for Standards in Education; Children’s Services and Skills (Ofsted); and empirical case-study data extracted from the author’s PhD thesis on diversity in Islamic schools in Britain conducted during 2008–2012 and subsequently revised during 2018–2019 by following up emergent themes. This paper argues for a need to develop an “Islamic wisdom-based culture” promoting action (‘amal) which nurtures the holistic growth of learners in ethical areas (akhlāq), aesthetics (dhawq/jamāl) and develops a sense of freedom (huriyyah). By doing so, the paper draws primarily on Bennabi’s analysis of the role of culture (thaqāfah) in the civilisation cycle, Ibn-Khaldūn’s analysis of freedom and dignity in educational practice embedded in his discussion of the meanings of humanity) Al-insāniyyah) and Gadamer’s analysis of “practical wisdom”. Firstly, it contextualises Islamic schooling in Britain into a neoliberal pluralistic context. The wisdom inherent in Islamic education is explored through critical dialogue during the process of learning and action. The discussion then considers three key elements of “wisdom-based cultural environment” for Islamic education.

scholarly journals Technical Assistance as a Prevention Capacity-Building Tool: A Demonstration Using the Getting To Outcomes® Framework

2009 ◽  
Vol 36 (5) ◽  
pp. 810-828 ◽  
Author(s):  
Sarah B. Hunter ◽  
Matthew Chinman ◽  
Patricia Ebener ◽  
Pam Imm ◽  
Abraham Wandersman ◽  
...  
Keyword(s):  
Technical Assistance ◽  
Study Data ◽  
Multiple Sources ◽  
Community Based ◽  
Prevention Programming ◽  
Community Based Organizations ◽  
High Satisfaction ◽  
Performance Accountability ◽  
The Face ◽  
Getting To Outcomes

Demands on community-based prevention programs for performance accountability and positive outcomes are ever increasing in the face of constrained resources. Relatively little is known about how technical assistance (TA) should be structured to benefit community-based organizations and to lead to better outcomes. In this study, data from multiple sources were used to describe an effective TA model designed to improve the capacity of community-based organizations to plan, implement, and evaluate prevention programming. This article is the first of its kind to provide detailed analyses of the TA delivered to community-based organizations to build substance abuse prevention capacity. The results of this study describe the range of TA services provided and the importance of two-way communication between the TA provider and recipient. TA recipients reported high satisfaction and an improved understanding of targeted TA activities. However, achieving these benefits requires significant program staff time, and not all skills were successfully transferred. Results from this study suggest how TA may be structured to be effective in supporting quality prevention programming in community settings.

scholarly journals The Effects of Online Teaching on EFL Students’ Learning Motivation

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Yinying Xu
Keyword(s):  
Online Teaching ◽  
Structured Interview ◽  
Study Data ◽  
Learning Motivation ◽  
Multiple Sources ◽  
Negative Effects ◽  
Learning Group ◽  
Positive Effects ◽  
Negative Effect ◽  
Efl Students

This study investigates the positive and negative effects of online teaching on EFL students’ learning motivation. There are 26 English majors in a Chinese university participant in this study. Data were collected from multiple sources: semi-structured interview and direct observation. The result shows that in the course aspect, it has a positive effect. In the teacher aspect, it has both negative and positive effects. But in the learning group aspect, it has a negative effect, because of losing of students’ interaction.

scholarly journals The Effect of Feedback in Teaching Thai as a Foreign Language

2011 ◽  
pp. 56-80
Author(s):  
Maliwan Buranapatana ◽  
Felicia Zhang
Keyword(s):  
International Students ◽  
Control Group ◽  
Relaxation Techniques ◽  
Multiple Sources ◽  
Republic Of China ◽  
Face To Face ◽  
Thai Language ◽  
Contact Hours ◽  
Physical Gestures ◽  
Experimental Group

This chapter aims to explore the effect of providing multiple sources of feedback through a language teaching approach called the Somatically-enhanced Approach (SEA) (Zhang, 2006) in the teaching of Thai language to foreigners. Teaching innovations include: the use of relaxation techniques to relax students; the use of humming, clapping, mouthing, and physical gestures to emphasize the rhythm of the Thai language; the use of a Speech comparison tool (Sptool) for providing biofeedback; and the provision of all learning materials on CDs. Two groups of students were involved in the study. An experimental group (EG) consisted of 24 international students who enrolled in the Thai Language for Foreigners course at Khon Kaen University, Thailand. These students came from People’s Republic of China, Vietnam, and Laos. They were taught using SEA. The control group (CG) consisted of 22 Chinese students who studied Thai language at Guangxi University for Nationalities, China, taught with the traditional method. The results of this study revealed that after 24 face-to-face contact hours over 8 weeks, international students who undertook a course in SEA spoke more fluently than the control group who studied Thai for 44 hours over 11 weeks. The differences in the quality and quantity of speech were statistically significant. The results of the study, both quantitative and qualitative, will be reported. The improved gains in students’ performance in EG can be attributed to the multiple sources of feedback afforded by SEA.

scholarly journals Social Avoidance and Social Adjustment: The Moderating Role of Emotion Regulation and Emotion Lability/Negativity Among Chinese Preschool Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingjing Zhu ◽  
Bowen Xiao ◽  
Will Hipson ◽  
Chenyu Yan ◽  
Robert J. Coplan ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Social Adjustment ◽  
Chinese Culture ◽  
Interpersonal Skills ◽  
Social Avoidance ◽  
Republic Of China ◽  
Adjustment Difficulties ◽  
Children's Emotion ◽  
Moderating Role

The present study explored the role of emotion regulation and emotion lability/negativity as a moderator in the relation between child social avoidance and social adjustment (i.e., interpersonal skills, asocial behavior, peer exclusion) in Chinese culture. Participants were N = 194 children (102 boys, 92 girls, Mage = 70.82 months, SD = 5.40) recruited from nine classrooms in two public kindergartens in Shanghai, People’s Republic of China. Multi-source assessments were employed with mothers rating children’s social avoidance and teachers rating children’s emotion regulation, emotion lability/negativity and social adjustment outcomes. The results indicated that the relations between social avoidance and social adjustment difficulties were more negative among children lower in emotion regulation, but not significant for children with higher emotion regulation. In contrast, the relations between social avoidance and social adjustment difficulties were more positive among children higher in emotion lability/negativity, but not significant for children with lower emotion lability/negativity. This study informs us about how emotion regulation and emotion lability/negativity are jointly associated with socially avoidant children’s development. As well, the findings highlight the importance of considering the meaning and implication of social avoidance in Chinese culture.

scholarly journals Glyphosate Use in the European Agricultural Sector and a Framework for Its Further Monitoring

2020 ◽  
Vol 12 (14) ◽  
pp. 5682 ◽  
Author(s):  
Clémentine Antier ◽  
Per Kudsk ◽  
Xavier Reboud ◽  
Lena Ulber ◽  
Philippe V. Baret ◽  
...  
Keyword(s):  
Cover Crops ◽  
Agricultural Sector ◽  
Cropping Systems ◽  
Farming Systems ◽  
Study Data ◽  
Pesticide Use ◽  
Farming Practices ◽  
Multiple Sources ◽  
Public Data ◽  
Agricultural Use

Monitoring pesticide use is essential for assessing farming practices and the risks associated with the use of pesticides. Currently, there are neither consolidated, public data available on glyphosate use in Europe, nor a standardized categorization of its major uses. In this study, data on glyphosate sales and use in Europe were collected from multiple sources and compiled into a dataset of the agricultural use of glyphosate from 2013 to 2017. The survey shows that glyphosate represented 33% of the herbicide volume sold in Europe in 2017. One third of the acreage of annual cropping systems and half of the acreage of perennial tree crops received glyphosate annually. Glyphosate is widely used for at least eight agronomic purposes, including weed control, crop desiccation, terminating cover crops, terminating temporary grassland and renewing permanent grassland. Glyphosate use can be classified into occasional uses—i.e., exceptional applications, triggered by meteorological conditions or specific farm constraints—and recurrent uses, which are widespread practices that are embedded in farming systems and for which other agronomic solutions may exist but are not frequently used. This article proposes a framework for the precise monitoring of glyphosate use, based on the identification of the cropping systems in which glyphosate is used, the agronomic purposes for which it is employed, the dose used and the rationale behind the different uses.

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