Shyness-Sensitivity, Aggression, and Adjustment in Urban Chinese Adolescents at Different Historical Times

Autor/inn/en	Liu, Junsheng; Chen, Xinyin; Li, Dan; French, Doran
Titel	Shyness-Sensitivity, Aggression, and Adjustment in Urban Chinese Adolescents at Different Historical Times
Quelle	In: Journal of Research on Adolescence, 22 (2012) 3, S.393-399 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2012.00790.x
Schlagwörter	Shyness; Social Attitudes; Adolescents; Foreign Countries; Educational Change; Aggression; Economic Change; Attitude Change; Correlation; Social Adjustment; Teacher Attitudes; Leadership; Academic Achievement; Psychological Patterns; China (Shanghai) + Suchen Sie Ihr Suchwort? Schüchternheit; Social attidude; Soziale Einstellung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Bildungsreform; Ökonomischer Wandel; Attitudinal change; Einstellungsänderung; Korrelation; Soziale Anpassung; Lehrerverhalten; Führung; Führungsposition; Schulleistung
Abstract	The market-oriented economic reform in China over the past two decades has resulted in considerable changes in social attitudes regarding youth's behaviors. This study examined the relations of shyness and aggression to adjustment in Chinese adolescents at different historical times. Participants came from two cohorts (1994 and 2008) of adolescents in Shanghai (N = 540 and 728, respectively; M age = 13 years), and data were obtained from multiple sources. Although aggression was associated with adjustment problems in both cohorts, there were significant cross-cohort differences in the relations between shyness and adjustment. In the 1994 cohort, shyness was positively associated with teacher-rated competence, leadership, and academic achievement. In the 2008 cohort, however, shyness was negatively associated with peer preference and positively associated with loneliness. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10