The Peer Group as a Context: Mediating and Moderating Effects on Relations Between Academic Achievement and Social Functioning in Chinese Children

2003 ◽  
Vol 74 (3) ◽  
pp. 710-727 ◽  
Author(s):  
Xinyin Chen ◽  
Lei Chang ◽  
Yunfeng He
Keyword(s):  
Academic Achievement ◽  
Social Functioning ◽  
Peer Group ◽  
Chinese Children ◽  
Moderating Effects

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.

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.

LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches

2014 ◽  
Vol 8 (4) ◽  
pp. 413-423 ◽  
Author(s):  
Kristin Strauss ◽  
Marco Esposito ◽  
Giorgia Polidori ◽  
Stefano Vicari ◽  
Giovanni Valeri ◽  
...  
Keyword(s):  
Social Functioning ◽  
Peer Group ◽  
Autistic Children ◽  
Peer Engagement
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