scholarly journals Shyness and Adjustment in Early Childhood in Southeast China: The Moderating Role of Conflict Resolution Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingjing Zhu ◽  
Rui Fu ◽  
Yan Li ◽  
Min Wu ◽  
Tingting Yang
Keyword(s):  
Conflict Resolution ◽  
Child Adjustment ◽  
School Adjustment ◽  
Urban China ◽  
Parent Ratings ◽  
Adjustment Problems ◽  
Underlying Mechanisms ◽  
China Today ◽  
Moderating Role

The massive social change in urban China today has led to a decline in the adaptive implications of shyness for child adjustment, yet evidence of this trend in young children is limited. Moreover, the underlying mechanisms that help to explain the associations between shyness and maladjustment remains poorly understood. The primary goal of the present study was to explore the moderating role of conflict resolution skills in the links between shyness and socio-emotional and school adjustment among urban Chinese preschoolers. Data were collected from 360 children (44.4% girls, Mage = 4.72 years, SD = 0.63) in kindergartens using parent ratings, teacher ratings, and child interviews. The analyses indicated that the relations between shyness and adjustment were moderated by child conflict resolution skills, which served to buffer shy children from adjustment problems. The results were discussed in terms of the implications of conflict resolution skills for early adjustment of shy preschoolers in the Chinese context.

Community-Based Cognitive Social Capital and Depressive Symptoms Among Older Adults in Urban China: The Moderating Role of Family Social Capital

2019 ◽  
Vol 90 (3) ◽  
pp. 297-316
Author(s):  
Jingyue Zhang ◽  
Nan Lu
Keyword(s):  
Older Adults ◽  
Social Capital ◽  
Depressive Symptoms ◽  
Urban China ◽  
Community Based ◽  
Family Social Capital ◽  
Cognitive Social Capital ◽  
The Relationship ◽  
Moderating Role

The present study examined the moderating role of family social capital in the relationship between community-based cognitive social capital and depressive symptoms among community-dwelling older adults in urban China. Cross-sectional data were derived from a community survey conducted in Suzhou, China, in late 2015. Data from 441 respondents were included in the final analysis. Multiple group analysis was used to test the hypotheses. The latent construct of community-based cognitive social capital was based on trust and reciprocity indicators. Measurement invariance was established across groups with high or low family social capital. The results show that family social capital had a moderation effect on the relationship between community-based cognitive social capital and depressive symptoms. The effects of community-based cognitive social capital on depressive symptoms were higher among those with low family social capital. The findings demonstrate the interplay between family and community-based cognitive social capital. Policy and intervention implications are discussed.

Why do employees struggle to thrive in the workplaces? A look at the impact of abusive supervision

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammd Usman ◽  
Yuxin Liu ◽  
Jianwei Zhang ◽  
Usman Ghani ◽  
Habib Gul
Keyword(s):  
Abusive Supervision ◽  
Full Time ◽  
Work Behaviors ◽  
Content Type ◽  
Underlying Mechanisms ◽  
Core Self ◽  
The Impact ◽  
The Relationship ◽  
Moderating Role

PurposeBased on the conservation of resources view, the objective of this paper is to examine the relationship between abusive supervision and workplace thriving. Further, this study investigates the underlying mechanisms role of agentic work behaviors (i.e. task focus, heedful relating) and moderating role of employee's core self-evaluations.Design/methodology/approachUsing a time-lag approach, data are collected from 360 full-time employees enrolled in an executive development program in a large university of China. To test the proposed model, data analysis is carried out through Statistical Product and Service Solutions (SPSS) and Analysis of Moment Structures (AMOS).FindingsThe results show that abusive supervision negatively influences workplace thriving. Further, the findings also confirm the mediating role of agentic work behaviors and the moderating role of core self-evaluations between the relationship of abusive supervision and thriving.Practical implicationsBased on study findings, this study draws the attention of managers toward the new deleterious outcomes of abusive supervision. Hence, to nurture a thriving workforce, organizations should keep abusive behaviors under keen observations to minimize their frequent occurrences. Further, it is proposed that hiring employees with higher core self-evaluations can mitigate the injurious effect of abusive supervision.Originality/valueThis is the first attempt to our knowledge to untapped the abusive supervision-thriving relationship via the underlying mechanisms of two agentic work behavior's and core self-evaluations as a moderator enriches the extant body of knowledge and provide valuable insight into the abusive supervision and workplace thriving literature.

Knowledge of Maternal HIV/AIDS and Child Adjustment: The Moderating Role of Children’s Relationships with their Mothers

2006 ◽  
Vol 11 (3) ◽  
pp. 409-420 ◽  
Author(s):  
Deborah J. Jones ◽  
Sarah E. Foster ◽  
Alecia A. Zalot ◽  
Charlene Chester ◽  
Antonette King
Keyword(s):  
Child Adjustment ◽  
Maternal Hiv ◽  
Moderating Role ◽  
Hiv Aids

scholarly journals Conflict Resolution Strategies and Workplace Frustration and Organizational Citizenship Behavior: The Moderating Role of Emotional Intelligence

2020 ◽  
Vol 4 (1) ◽  
pp. 233
Author(s):  
Aimen Mairaj ◽  
Danish Ahmed Siddiqui
Keyword(s):  
Emotional Intelligence ◽  
Conflict Resolution ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Conflict Resolution Strategies ◽  
Moderating Role ◽  
Resolution Strategies

The purpose of this research is to determine the relationship between conflict resolution strategies (accommodating, avoiding, compromising, collaborating, and competing) with workplace frustration and organizational citizenship behavior (OCB) with the moderating role of trait emotional intelligence (EI) on their relations. Data was collected through a close-ended questionnaire from 298 employees (male = 197, female =101) working at different private organizations of the manufacturing and service industry within the city of Karachi. The data were analyzed using confirmatory factor analysis and structured equation modeling. The results indicated that accommodating and avoiding strategies don’t seem to have any effect on both frustration and OCB. Accommodating seems positively and significantly affect both. Compromising significantly and positively affect OCB, however, dominating is affecting frustration. Emotional Intelligence also seems to influences both OCB and frustration. EI also complements accommodating and collaboration strategies with workplace frustration. This study is first of its kind in the local context in private sectors and paves the way for further research in the public sector.

Case Study: Jimmy — A gifted child with behaviour difficulties

1994 ◽  
Vol 10 (1) ◽  
pp. 21-23
Author(s):  
Ruth R. Adams
Keyword(s):  
School Adjustment ◽  
Gifted Child ◽  
Full Understanding ◽  
Adjustment Problems ◽  
Teachers And Parents

This informal case study was written as an example of a gifted child whose behaviour and school adjustment problems prevented his teachers and parents from a full understanding of his intellectual capabilities. It illustrates the role of counselling in solutions to such problems.

Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1

2010 ◽  
Vol 34 (3) ◽  
pp. 259-269 ◽  
Author(s):  
Kimberley A. Arbeau ◽  
Robert J. Coplan ◽  
Murray Weeks
Keyword(s):  
School Adjustment ◽  
Emotional Adjustment ◽  
Protective Role ◽  
Emotional Difficulties ◽  
Student Teacher Relationship ◽  
School Year ◽  
Early Elementary School ◽  
Teacher Reports ◽  
Moderating Role

The goal of the present study was to explore the moderating role of teacher—child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (Mage = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child’s shyness. In January/February teachers completed the Student—Teacher Relationship Scale (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher—child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher—child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher—child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher—child relationships in shy children’s adjustment. Results are discussed in terms of the contributions of teachers to young shy children’s school adjustment.

Sign in / Sign up

Export Citation Format

Share Document