Modeling is, and has been for the last 2000 years, the single most important vehicle of moral education in China. The legitimate role of man is to seek to be a model himself deserving of peer respect. There are both negative and positive effects upon Chinese society. (MS)

To compare the culturally acquired aspects of fears in two different cultures, the author gave an augmented version of the I. M. Marks and A. M. Mathews Fear Scale (1979) to 50 female students in China and 49 female students in England. When the rank ordering of the fears measured in both groups was compared, the author found a high positive…

Although children with learning disabilities are often considered to be a heterogeneous group, they are always situated in specific social surroundings such as schools and families with which they interact dynamically in everyday life. Therefore, peer acceptance and family functioning may be related to the loneliness experienced by children with…

Examined peer group contextual effects on relations between academic achievement and social functioning among Chinese 9-, 13-, and 16-year-olds. Found that peer groups were highly homogeneous on academic achievement. Academic achievement and social adjustment were associated at within-group individual and group levels. Group academic performance…

Reports a cross-sectional investigation of the behavioral and academic correlates of victimization in Chinese children's peer groups. Structural equation models indicated that peer victimization was associated with poor academic functioning, submissive-withdrawn behavior, aggression, and low levels of assertive-prosocial behavior. Findings suggest…

The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children's self-reports. Information about social behaviours, peer acceptance, and school achievement was…

Examined link between Chinese teachers' beliefs about classroom aggression and withdrawal and their support of middle schoolers, and student behaviors, peer acceptance, and self-perceived social competence. Found that teachers' aversion to aggression and empathy toward withdrawal enhanced self-perceptions of both aggressive and withdrawn children…