Social Functioning and Adjustment in Canadian-Born Children with Chinese and European Backgrounds

Autor/inn/en	Chen, Xinyin; Tse, Hennis Chi-Hang
Titel	Social Functioning and Adjustment in Canadian-Born Children with Chinese and European Backgrounds
Quelle	In: Developmental Psychology, 44 (2008) 4, S.1184-1189 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/0012-1649.44.4.1184
Schlagwörter	Ethnicity; Interpersonal Competence; Adjustment (to Environment); Peer Relationship; Context Effect; Elementary School Students; Coping; Peer Acceptance; Aggression; Rejection (Psychology); Victims of Crime; Canada; China + Suchen Sie Ihr Suchwort? Ethnizität; Interpersonale Kompetenz; Peer-Beziehungen; Bewältigung; Ablehnung; Victim; Victims; Crime; Opfer; Verbrechen; Kanada
Abstract	The purpose of the study was to examine social functioning and adjustment in peer context in Chinese Canadian and European Canadian children. A sample of elementary school children participated in the study. Data on social functioning, peer acceptance and rejection, and victimization were collected from peer assessments and sociometric nominations. The results indicated that Chinese Canadian children were viewed by peers as less aggressive-disruptive than European Canadian children. Chinese Canadian girls, but not boys, were more shy-sensitive than their European Canadian counterparts. Sociability was associated with peer acceptance, whereas aggression was associated with peer rejection and victimization. Shyness was associated with peer relationship difficulties more evidently in European Canadian children than in Chinese Canadian children. These results indicate the relevance of ethnic background to children's peer social experiences. (Contains 2 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10