Social Sensitivity and Social, School, and Psychological Adjustment among Children across Contexts

Autor/inn/en	Chen, Xinyin; Fu, Rui; Liu, Junsheng; Wang, Li; Zarbatany, Lynne; Ellis, Wendy
Titel	Social Sensitivity and Social, School, and Psychological Adjustment among Children across Contexts
Quelle	In: Developmental Psychology, 54 (2018) 6, S.1124-1134 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000496
Schlagwörter	Foreign Countries; Interpersonal Competence; Peer Relationship; Social Adjustment; Student Adjustment; Emotional Adjustment; Elementary School Students; Rural Areas; Urban Areas; Comparative Analysis; Comparative Education; Context Effect; Rating Scales; Children; Self Concept Measures; Depression (Psychology); Measures (Individuals); Symptoms (Individual Disorders); Maximum Likelihood Statistics; Statistical Analysis; China; Canada; Self Perception Profile for Children; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Ausland; Interpersonale Kompetenz; Peer-Beziehungen; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Emotionale Anpassung; Rural area; Ländlicher Raum; Urban area; Stadtregion; Vergleichende Erziehungswissenschaft; Rating-Skala; Child; Kind; Kinder; Messdaten; Psychiatrische Symptomatik; Statistische Analyse; Kanada
Abstract	This study examined relations of social sensitivity to social, school, and psychological adjustment in rural Chinese, urban Chinese, and Canadian children. Participants were 4th to 6th grade students (M[subscript age] = 11 years) in China (n = 593 and 443 for the rural and urban samples) and Canada (n = 325). A self-report measure of social sensitivity was developed for the study. In addition to data on social sensitivity, information on adjustment was obtained from multiple sources. The analyses revealed that social sensitivity was associated with positive adjustment in rural Chinese children but with adjustment problems in Canadian children. The relations were largely mixed and nonsignificant in urban Chinese children. These results indicate the role of context in defining the functional meaning of children's social sensitivity. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01