Emotional Awareness Moderates the Association between Discrimination and Emotional-Behavioral Problems: A Cross-Informant Study in Chinese Rural-to-Urban Migrant Youth

Autor/inn/en	Lan, Xiaoyu; Scrimin, Sara; Moscardino, Ughetta
Titel	Emotional Awareness Moderates the Association between Discrimination and Emotional-Behavioral Problems: A Cross-Informant Study in Chinese Rural-to-Urban Migrant Youth
Quelle	In: Journal of Early Adolescence, 40 (2020) 6, S.857-879 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lan, Xiaoyu) ORCID (Moscardino, Ughetta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431619874399
Schlagwörter	Emotional Intelligence; Correlation; Emotional Problems; Behavior Problems; Rural to Urban Migration; Foreign Countries; Early Adolescents; Social Discrimination; Teacher Attitudes; Stress Variables; Social Status; Emotional Adjustment; Social Adjustment; Public Schools; Grade 5; Grade 7; Questionnaires; Culture Fair Tests; Intelligence Tests; Asian Culture; China (Shanghai); Strengths and Difficulties Questionnaire; Cattell Culture Fair Intelligence Test + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Korrelation; Landflucht; Ausland; Soziale Benachteiligung; Soziale Schließung; Lehrerverhalten; Sozialer Status; Emotionale Anpassung; Soziale Anpassung; Public school; Öffentliche Schule; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Fragebogen; Intelligence test; Intelligenztest
Abstract	The present study used a sample of Chinese rural-to-urban migrants in early adolescence to examine whether emotional awareness (EA) moderated the expected association between status-based discrimination and emotional-behavioral problems and whether patterns of associations differed across informants (self-report vs. teacher-report). A total of 169 migrant early adolescents (46.1% girls, age: 10-13 years) living in Shanghai completed self-report measures of discrimination and emotional-behavioral problems, while self-related and other-related EA were assessed via structured vignettes. Teachers were asked to evaluate their students' emotional-behavioral problems. Linear regression analyses indicated that at high levels of discrimination, adolescents with higher EA-self reported having more emotional-behavioral problems than those with lower EA-self; in addition, adolescents with lower (as opposed to higher) EA-other were rated as more problematic by their teachers. Our findings suggest that school-based prevention or intervention programs may target EA-related abilities to minimize the adverse effects of discrimination on rural-to-urban migrants' socioemotional adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01