Elementary Students' Perceptions of Classroom Resilience-Promoting Factors in China and the United States

Autor/inn/en	Ni, Hong; Li, Chieh; Li, Beilei; Xi, Honghua
Titel	Elementary Students' Perceptions of Classroom Resilience-Promoting Factors in China and the United States
Quelle	In: International Journal of School & Educational Psychology, 8 (2020) 1, S.62-73 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2018.1523030
Schlagwörter	Foreign Countries; Student Attitudes; Resilience (Psychology); Elementary School Students; Teacher Student Relationship; Peer Relationship; Friendship; Self Efficacy; Academic Ability; Self Control; Student Behavior; Cultural Differences; Aggression; Conflict; Grade 3; Grade 4; Grade 5; Self Determination; Family School Relationship; China; United States + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Freundschaft; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Student behaviour; Kultureller Unterschied; Konflikt; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Selbstbestimmung; USA
Abstract	This study used ClassMaps Survey to investigate third to fifth grade elementary students' perceptions of five relational (e.g., teacher-student relationships and peer friendships) and three individual (e.g., academic self-efficacy and behavioral self-control) resilience-promoting factors in classrooms in China and the United States. Examination of measurement equivalence indicates that the seven-factor model excluding peer aggression has acceptable strong factorial measurement equivalence. Comparison of group means revealed common strengths in teacher-student relationships, peer friendships, challenges in behavioral self-control, and peer conflict across the two cultural groups. Interventions should be built upon positive relationships and target behavioral self-control and peer conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01