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.

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.

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.

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.

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.

Social and school adjustment of shy and aggressive children in China

1995 ◽  
Vol 7 (2) ◽  
pp. 337-349 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Boshu Li
Keyword(s):  
Social Adjustment ◽  
Peer Acceptance ◽  
School Adjustment ◽  
Self Report ◽  
School Behavior ◽  
Leadership Positions ◽  
Western Literature ◽  
Republic Of China ◽  
Comparison Groups ◽  
Aggressive Children

AbstractFifty-seven extremely shy-inhibited children, 59 extremely aggressive children, and 352 of their average counterparts, 8 and 10 years-of-age, residing in Shanghai, the People's Republic of China, were compared on sociometric nominations of peer acceptance and rejection, teachers' assessments of school related competencies, a self-report measure of depression, and Chinese measures of normative school behavior, honorship, leadership, and academic achievement. The results indicated that, as in the Western literature, aggressive children in China were more likely to have difficulties in adjustment than their average age-mates. Inconsistent with the results in Western literature, shy-inhibited children in China were found to be more accepted by peers than their average age-mates. Furthermore, compared with the average and aggressive children, shy-inhibited children were most likely to be considered for honorship and leadership positions and were regarded by teachers as the most competent in school. Finally, the three comparison groups did not differ on a measure of depression. Children in China, however, evidenced higher depression scores than a comparison group in the West. Given these findings, it seems to be important to examine, in the future, the processes of socialization that lead to social adjustment and maladjustment of shy-inhibited and aggressivedisruptive children in non-Western cultures.

Group Social Functioning and Individual Socioemotional and School Adjustment in Chinese Children

2001 ◽  
Vol 47 (2) ◽  
pp. 264-299 ◽  
Author(s):  
Xinyin Chen ◽  
Huichang Chen ◽  
Violet Kaspar
Keyword(s):  
Social Functioning ◽  
School Adjustment ◽  
Chinese Children
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