Shyness-Sensitivity and Unsociability in Rural Chinese Children: Relations with Social, School, and Psychological Adjustment

Autor/inn/en	Chen, Xinyin; Wang, Li; Cao, Ruixin
Titel	Shyness-Sensitivity and Unsociability in Rural Chinese Children: Relations with Social, School, and Psychological Adjustment
Quelle	In: Child Development, 82 (2011) 5, S.1531-1543 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01616.x
Schlagwörter	Shyness; Rural Schools; Social Status; Foreign Countries; Elementary School Students; Interpersonal Competence; Children; Emotional Adjustment; Correlation; Social Adjustment; Student Adjustment; Peer Evaluation; Teacher Attitudes; Student Records; Mental Disorders; Academic Achievement; China + Suchen Sie Ihr Suchwort? Schüchternheit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sozialer Status; Ausland; Interpersonale Kompetenz; Child; Kind; Kinder; Emotionale Anpassung; Korrelation; Soziale Anpassung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lehrerverhalten; Schülerakte; Mental illness; Geisteskrankheit; Schulleistung
Abstract	The purpose of this study was to examine how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in rural Chinese children. Participants were third- to fifth-grade students (N = 820; M age = 10 years) in rural schools in P. R. China. Data on shyness-sensitivity, unsociability, and adjustment were obtained from multiple sources including peer assessments, sociometric nominations, teacher ratings, self-reports, and school records. It was found that unsociability was associated with social, school, and psychological problems, whereas shyness was generally associated with indexes of adjustment such as social status, teacher-rated competence, and academic achievement. The results indicate that rural Chinese context may play an important role in defining the functional meanings of children's social behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10