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.

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.

Authoritative and Authoritarian Parenting Practices and Social and School Performance in Chinese Children

1997 ◽  
Vol 21 (4) ◽  
pp. 855-873 ◽  
Author(s):  
Xinyin Chen ◽  
Qi Dong ◽  
Hong Zhou
Keyword(s):  
Social Competence ◽  
Parenting Styles ◽  
Parenting Practices ◽  
Rating Scale ◽  
Peer Acceptance ◽  
Peer Assessment ◽  
School Adjustment ◽  
Chinese Children ◽  
Child Rearing ◽  
Authoritarian Parenting

The purpose of the study was to examine the relations between authoritative and authoritarian parenting styles and social and school adjustment in Chinese children. A sample of second grade children, aged eight years, and their parents in Beijing, People’s Republic of China, participated in this study. The children were group administered a peer assessment measure of social behaviour and a sociometric nomination measure. Teachers completed a rating scale on school-related social competence and problems for each child. Data concerning child-rearing practices were obtained from parents. In addition, information on children’s academic and social competence was obtained from school records. It was found that authoritarian parenting was associated positively with aggression and negatively with peer acceptance, sociability-competence, distinguished studentship and school academic achievement. In contrast, parental authoritative style was associated positively with indices of social and school adjustment and negatively with adjustment problems. The results indicated that, inconsistent with the argument in the literature (e.g. Steinberg, Dornbusch, & Brown, 1992), authoritative and authoritarian parenting practices were relevant to social and academic performance 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.

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.

Academic Self‐Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

2020 ◽  
Vol 91 (5) ◽  
pp. 1718-1732
Author(s):  
Rui Fu ◽  
Jinsol Lee ◽  
Xinyin Chen ◽  
Li Wang
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Chinese Children ◽  
Self Perceptions

scholarly journals Predictors of Sibling Victimization and Associations With Self-Perception and Relationship Attachment in Adolescence

2019 ◽  
Vol 40 (3) ◽  
pp. 305-327
Author(s):  
Jeanette M. Walters ◽  
Julee P. Farley ◽  
Kirby Deater-Deckard ◽  
Jungmeen Kim-Spoon
Keyword(s):  
Social Competence ◽  
Parental Monitoring ◽  
Structural Equation ◽  
Equation Modeling ◽  
Adolescent Outcomes ◽  
Self Perceptions ◽  
Adolescent Attachment ◽  
Self Worth ◽  
Protective Parenting ◽  
Relationship Attachment

Research shows that sibling victimization may be as detrimental to adolescent outcomes as peer victimization. However, many questions remain unanswered with regard to protective parenting factors and consequences of sibling victimization among adolescents. This study tested a mediation model in which sibling victimization, predicted by parental monitoring, is associated with parent and peer-adolescent attachment as mediated through adolescent self-perceptions of social competence and self-worth. A three path mediation from parental monitoring → sibling victimization → adolescent self-perceptions → peer-/parent-adolescent attachment was tested. Structural equation modeling results revealed that parental monitoring was negatively associated with sibling victimization for girls. For boys and girls, sibling victimization had negative direct and indirect effects on parent- and peer-adolescent attachment via adolescent self-perceptions of social competence and self-worth. Findings suggest that parental monitoring may be important in the prevention of sibling victimization and self-perceptions may be an important point of intervention for adolescents experiencing sibling victimization.

A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement

2003 ◽  
Vol 26 (3) ◽  
pp. 171-188 ◽  
Author(s):  
Elizabeth A. Nowicki
Keyword(s):  
Learning Disabilities ◽  
Social Competence ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Teachers Perceptions ◽  
Self Perceptions ◽  
The Social ◽  
Scholastic Performance ◽  
Self Worth ◽  
Preference Ratings

This meta-analysis synthesized research since 1990 pertaining to the social competence of children with learning disabilities in inclusive classrooms. Comparisons with average- to high-achieving classmates resulted in medium to large effect sizes for teachers' perceptions of social competence, peer preference ratings, positive peer nominations, global self-worth, and self-perceptions of scholastic performance. A second set of comparisons with children designated as low in academic achievement yielded moderate effect sizes for teachers' perceptions of social competence and for peer social preference ratings. Small effect sizes were obtained for global self-worth and self-perceptions of scholastic performance. It was concluded that (a) children with learning disabilities and children designated as low in academic achievement are at a greater risk for social difficulties than are average- to high-achieving children, and (b) children with learning disabilities and their low-achieving classmates do not appear to have accurate self-perceptions of social acceptance.

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.

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