Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

Development and Psychopathology

Volumn 22, Issue 3, 2010, Pages 583-592

  Chen, Xinyin ^a   Huang, Xiaorui ^b   Chang, Lei ^b   Wang, Li ^c   Li, Dan ^d  

^a UNIVERSITY OF WESTERN ONTARIO   (Canada)

^b CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

^c PEKING UNIVERSITY   (China)

^d SHANGHAI NORMAL UNIVERSITY   (China)

Author keywords

[No Author keywords available]

Indexed keywords

AGGRESSION; ARTICLE; ASIAN; CHILD; CHILD BEHAVIOR; EDUCATIONAL STATUS; HUMAN; HUMAN RELATION; LONGITUDINAL STUDY; PEER GROUP; PERCEPTION; PSYCHOLOGICAL ASPECT; SCHOOL; SOCIAL ADAPTATION; SOCIAL ENVIRONMENT; SOCIALIZATION;

AGGRESSION; ASIAN CONTINENTAL ANCESTRY GROUP; CHILD; CHILD BEHAVIOR; EDUCATIONAL STATUS; HUMANS; INTERPERSONAL RELATIONS; LONGITUDINAL STUDIES; PEER GROUP; SCHOOLS; SOCIAL ADJUSTMENT; SOCIAL ENVIRONMENT; SOCIAL PERCEPTION; SOCIALIZATION;

EID: 77957030847     PISSN: 09545794     EISSN: 14692198     Source Type: Journal    
DOI: 10.1017/S0954579410000295     Document Type: Article

References (62)

1. Asher, S., Parkhurst, J. T., Hymel, S., & Williams, G. A. (1990). Peer rejection and loneliness in childhood. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 253-273). New York: Cambridge University Press.
2. Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), New development and techniques in structural equation modeling (pp. 269-296). Mahwah, NJ: Erlbaum.
3. Boivin, M., Hymel, S., & Bukowski,W. M. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development and Psychopathology, 7, 765-785.
4. Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359-374.
5. Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. Cambridge: Cambridge University Press.
6. Camras, L. A., Oster, H., Campos, J., Campos, R., Ujiie, T., Miyake, K., et al. (1998). Production of emotional facial expressions in European American, Japanese, and Chinese infants. Developmental Psychology, 34, 616-628.
7. Casiglia, A. C., Lo Coco, A., & Zappulla, C. (1998). Aspects of social reputation and peer relationships in Italian children: A cross-cultural perspective. Developmental Psychology, 34, 723-730.
8. Caspi, A., Elder, G. H., Jr., & Bem, D. J. (1987). Moving against the world: Life-course patterns of explosive children. Developmental Psychology, 23, 308-313.
9. Cen, G., Gu, H., & Li, B. (1999). The new development of moral psychology. Shanghai: Xie Lin Publication House.
10. Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535-548.
11. Chang, L. (2004). The role of classrooms in contextualizing the relations of children's social behaviors to peer acceptance. Developmental Psychology, 40, 691-702.
12. Chang, L., Liu, H., Wen, Z., Fung, K. Y., Wang, Y., & Xu, Y. (2004). Mediating teacher liking and moderating authoritative teachering on Chinese adolescents' perceptions of antisocial and prosocial behaviors. Journal of Educational Psychology, 96, 369-380.
13. Chen, X. (2010). Socioemotional development in Chinese children. In M. H. Bond (Ed.), Handbook of Chinese psychology (pp. 37-52). Oxford: Oxford University Press.
14. Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76, 182-195.
15. Chen, X., Chang, L., Liu, H., & He, Y. (2008). Effects of the peer group on the development of social functioning and academic achievement: A longitudinal study in Chinese children. Child Development, 79, 235-251.
16. Chen, X., & French, D. (2008). Children's social competence in cultural context. Annual Review of Psychology, 59, 591-616.
17. Chen, X., He, Y., De Oliveira, A. M., Lo Coco, A, Zappulla, C., Kaspar, V., et al. (2004). Loneliness and social adaptation in Brazilian, Canadian, Chinese and Italian children. Journal of Child Psychology and Psychiatry, 45, 1373-1384.
18. Chen, X., Liu, M., & Li, D. (2000). Parental warmth, control and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14, 401-419.
19. Chen, X., Rubin, K. H., & Li, B. (1995a). Depressed mood in Chinese children: Relations with school performance and family environment. Journal of Consulting and Clinical Psychology, 63, 938-947.
20. Chen, X., Rubin, K.H., Li, B., & Li, Z. (1999). Adolescent outcomes of social functioning in Chinese children. International Journal of Behavioral Development, 23, 199-223.
21. Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33, 518-525.
22. Chen, X., Rubin, K. H., & Li, Z. (1995b). Social and school adjustment of shy and aggressive children in China. Development and Psychopathology, 7, 337-349.
23. Cicchetti, D., & Toth, S. L. (1991). A developmental perspective on internalizing and externalizing disorders of childhood. In D. Cicchetti (Ed.), Rochester symposia on developmental psychopathology: Vol.2. Internalizing and externalizing expressions of dysfunction (pp. 1-19). Hillsdale, NJ: Erlbaum.
24. Cicchetti, D., &Toth, S. L. (2006). Developmental psychopathology and preventive intervention. In K. A. Renninger, I. E. Sigel,W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology: Vol.4. Child psychology in practice (6th ed., pp. 497-547). Hoboken, NJ: Wiley.
25. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A five-year longitudinal study. Developmental Psychology, 18, 557-570.
26. Coie, J.D., Terry, R., Lenox,K., Lochman, J., & Hyman, C. (1995). Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology, 7, 697-713.
27. Dishion, T. J., Piehler, T. F., & Myers, M.W. (2008). Dynamics and ecology of adolescent peer influence. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescents (pp. 72-93). New York: Guilford Press.
28. Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In N. Eisenberg (Vol. Ed.) & D.William & R.M. Lerner (Eds.), Handbook of child psychology: Vol.3. Social, emotional, and personality development (6th ed., pp. 719-788). Hoboken, NJ: Wiley.
29. Dodge, K. A., Greenberg, M. T., Malone, P. S., & The Conduct Problems Prevention Research Group (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79, 1907-1927.
30. Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349-371.
31. Duncan, T. E., Duncan, C. D., & Li, F. (1998). A comparison of model-and multiple imputation-based approaches to longitudinal analyses with partial missingness. Structural Equations Modeling, 5, 1-21.
32. Eisenberg, N., Ma, Y., Chang, L., Zhou, Q.,West, S. G., & Aiken, L. (2007). Relations of effortful control, reactive undercontrol, and anger to Chinese children's adjustment. Development and Psychopathology, 19, 385-409.
33. Fong, V. L. (2004). Only hope: Coming of age under China's one-child policy. Stanford, CA: Stanford University Press.
34. Gartstein, M. A., Gonzalez, C., Carranza, J. A., Ahadi, S. A., Ye, R., Rothbart, M. K., et al. (2006). Studying cross-cultural differences in the development of infant temperament: People's Republic of China, the United States of America, and Spain. Child Psychiatry and Human Development, 37, 145-161.
35. Ge, X., Conger, R. D., Lorenz, F. Q., Shanahan, M., & Elder, G. H., Jr. (1995). Mutual influences in parent and adolescent psychological distress. Developmental Psychology, 31, 406-419.
36. Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549-576.
37. Hightower, A. D.,Work,W. C., Cohen, E. L., Lotyczewski, B. S., Spinell, A. P., Guare, J. C., et al. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children's school problem behaviours and competences. School Psychology Review, 15, 393-409.
38. Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127-155.
39. Ho, D. Y. F. (1986). Chinese pattern of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1-37). New York: Oxford University Press.
40. Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self-perceptions in multiple domains. Child Development, 64, 879-896.
41. Kokko, K., Tremblay, R. E., Locourse, E., Nagin, D. S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16, 403-428.
42. Luo, G. (1996). Chinese traditional social and moral ideas and rules. Beijing: University of Chinese People Press.
43. Marsh, H. W., & Hau, K. T. (1996). Assessing goodness of fit: Is parsimony always desirable? Journal of Experimental Education, 64, 364-390.
44. Marsh, H.W., Hau, K. T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33, 181-220.
45. Masten, A. S., Coatsworth, J. D., Neemann, J., Gest, S. D., Tellegen, A., & Garmezy, N. (1995). The structure and coherence of competence from childhood through adolescence. Child Development, 66, 1635-1659.
46. Masten, A. S., Morison, P., & Pellegrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523-533.
47. Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746.
48. Muthén, L. K., & Muthén, B. O. (1998-2006). Mplus user's guide. (4th ed.). Los Angeles: Author.
49. Richman, N., Stevenson, J., & Graham, P. J. (1982). Preschool to school: A behavioural study. London: Academic Press.
50. Risi, S., Gerhardstein, R., & Kistner, J. (2003). Children's classroom peer relationships and subsequent educational outcomes. Journal of Child and Adolescent Psychology, 32, 351-361.
51. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg (Vol. Ed.) & D.William & R.M. Lerner (Eds.), Handbook of child psychology: Vol.3, Social, emotional, and personality development (pp. 99-166). Hoboken, NJ: Wiley.
52. Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Vol. Ed.) & D. William & R. M. Lerner (Eds.), Handbook of child psychology: Vol.3. Social, emotional, and personality development (pp. 571-645). Hoboken, NJ: Wiley.
53. Rubin, K. H., Chen,X.,McDougall, P., Bowker,A., & J.McKinnon (1995). The Waterloo Longitudinal Project: Predicting internalizing and externalizing problems in adolescence. Development and Psychopathology, 7, 751-764.
54. Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children's sociable and aggressive behavior with peers: A comparison of the US and Australia, and contributions of temperament and parenting styles. International Journal of Behavioral Development, 27, 74-86.
55. Schafer, J. L., & Graham, J.W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147-177.
56. Stenberg, C., & Campos, J. (1990). The development of anger expressions in infancy. InN. Stein, B. Leventhal, & T. Trabasso (Eds.), Psychological and biological approaches to emotions (pp. 247-282). Hillsdale, NJ: Erlbaum.
57. Tao, K., & Chiu, J. (1985). The one-child-per-family policy: A psychological perspective. In W. Tseng & D. Y. H. Wu (Eds.), Chinese culture and mental health (pp. 153-165). New York: Harcourt Brace Jovanovich/ Academic Press.
58. Tremblay, R. E., Japel, C., Perusse, D., McDuff, P., Bolvin, M., Zoccolillo, M., et al. (1999). The search for the age of (onset) of physical aggression: Rousseau and Bandura revisited. Criminal Behavior and Mental Health, 9, 8-23.
59. Trommsdorff, G., & Rothbaum, F. (2008). Development of emotion regulation in cultural context. In M. Vandekerckhove, C. von Scheve, S. Ismer, S. Jung, & S. Kronast (Eds.), Regulating emotions: Culture, social necessity, and biological inheritance (pp. 85-120). Oxford: Blackwell.
60. Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 279-296). New York: Guilford Press.
61. Whiting, B. B., & Edwards, C. P. (1988). Children of different worlds. Cambridge, MA: Harvard University Press.
62. Zahn-Waxler, C., Friedman, R. J., Cole, P. M., Mizuta, I., & Hiruma, N. (1996). Japanese and United States preschool children's responses to conflict and distress. Child Development, 67, 2462-2477.