Validation of the Preschool Reading Attitude Scale in Young Chinese Children: A Longitudinal Study

2021 ◽  
pp. 1-22
Author(s):  
Shuting Huo ◽  
Xiao Zhang
Keyword(s):  
Longitudinal Study ◽  
Attitude Scale ◽  
Chinese Children ◽  
Reading Attitude

Sad, Scared, or Rejected? A Short-Term Longitudinal Study of the Predictors of Social Avoidance in Chinese Children

2018 ◽  
Vol 47 (7) ◽  
pp. 1265-1276 ◽  
Author(s):  
Xuechen Ding ◽  
Robert J. Coplan ◽  
Xinmei Deng ◽  
Laura L. Ooi ◽  
Dan Li ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Chinese Children ◽  
Social Avoidance ◽  
Short Term

scholarly journals Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

2018 ◽  
Vol 9 (2) ◽  
pp. 79-92
Author(s):  
Hüseyin Kotaman ◽  
Aslι Balcι ◽  
Zeynep Nur Kιlιç Aydιn
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Reading Groups ◽  
The Impact ◽  
Personal Questionnaire

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

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.

Preschool reading attitude scale

1988 ◽  
Vol 37 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Attitude Scale ◽  
Reading Attitude

Mother–child Attachment and Social Withdrawal in Urban Chinese Children

2016 ◽  
Vol 44 (2) ◽  
pp. 233-245 ◽  
Author(s):  
Bin-Bin Chen ◽  
Jonathan Bruce Santo
Keyword(s):  
Regression Analysis ◽  
Longitudinal Study ◽  
Attachment Style ◽  
Social Withdrawal ◽  
Chinese Children ◽  
Current Time ◽  
Negatively Associated ◽  
Avoidant Attachment ◽  
Child Attachment ◽  
Peer Nomination

We examined the association between mother–child attachment and social withdrawal in Chinese urban children. Participants in the 1.5-year longitudinal study were 142 Chinese children (74 boys, 68 girls), who were initially aged between 6 and 10 years. Self-reported mother–child attachment style was measured at Time 1 and Time 2. Two subtypes of social withdrawal (i.e., shyness and unsociability) were measured by self-rating and peer nomination at Time 2. Regression analysis showed that attachment style predicted a different subtype of social withdrawal. Early secure and ambivalent attachment were associated negatively and positively, respectively, with self-reported shyness. Current (Time 2) avoidant attachment was positively associated with both self-reported and peer-rated unsociability, whereas current ambivalent attachment was negatively associated with self-reported unsociability. The findings underscore a specific connection between attachment style and social withdrawal subtype.

scholarly journals A Longitudinal Study of the Relations Between Theory of Mind, Executive Function, and Lying in Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Changzhi Zhao ◽  
Siyuan Shang ◽  
Alison M. Compton ◽  
Genyue Fu ◽  
Liyang Sai
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Inhibitory Control ◽  
Emotion Understanding ◽  
False Belief ◽  
Chinese Children ◽  
False Belief Understanding ◽  
Knowledge Access

This study used longitudinal cross-lagged modeling to examine the contribution of theory of mind (ToM), executive function (EF) to children’s lying development and of children’s lying to ToM and EF development. Ninety-seven Chinese children (initial Mage = 46 months, 47 boys) were tested three times approximately 4 months apart. Results showed that the diverse desire understanding and knowledge access understanding components of ToM, as well as the inhibitory control component of EF predicted the development of children’s lying, while the diverse belief understanding and false belief understanding components of ToM, and the working memory component of EF did not predict development of children’s lying. Meanwhile, children’s lying predicted development of children’s belief-emotion understanding components of ToM, but not any other ToM components, or EF components. These findings provide longitudinal evidence for the relation between ToM, EF, and children’s lying during the preschool years.

scholarly journals Association of Extracellular Signal-Regulated Kinase Genes With Myopia: A Longitudinal Study of Chinese Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Haishao Xiao ◽  
Shudan Lin ◽  
Dandan Jiang ◽  
Yaoyao Lin ◽  
Linjie Liu ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Gene Network ◽  
Mirna Target ◽  
Target Gene ◽  
Target Genes ◽  
Chinese Children ◽  
Indirect Interaction ◽  
Mirna Target Gene ◽  
Extracellular Signal Regulated Kinase ◽  
Extracellular Signal

Graphical AbstractThe genes in the miRNA-target gene network represent the intersection of the target genes and the genes from String that had direct or indirect interaction relationships with significant genes.

Relations between maternal power‐assertive parenting and adjustment in Chinese children: A longitudinal study

2019 ◽  
Vol 55 (2) ◽  
pp. 154-162
Author(s):  
Xinpei Xu ◽  
Siman Zhao ◽  
Wai Ying Vivien Yiu ◽  
Dan Li ◽  
Junsheng Liu ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Chinese Children
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