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Autor/inn/en | Lan, Xiaoyu; Scrimin, Sara; Moscardino, Ughetta |
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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 |
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 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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |