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Direct linkYang, Fan; Chen, Xinyin; Wang, Li – Child Development, 2015
This study examined reciprocal contributions between shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children. Longitudinal data were collected once a year from Grade 3 to Grade 6 (ages 9-12 years) for 1,171 children from multiple sources. Shyness-sensitivity positively contributed to social, school, and…
Descriptors: Psychological Patterns, Child Development, Adjustment (to Environment), Social Development
Liu, Junsheng; Chen, Xinyin; Zhou, Ying; Li, Dan; Fu, Rui; Coplan, Robert J. – International Journal of Behavioral Development, 2017
This study examined how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in Chinese children and adolescents. Participants included 564 children (272 boys, M[subscript age] = 9 years) and 462 adolescents (246 boys, M[subscript age] = 13 years) in a suburban region in China. Data were obtained…
Descriptors: Personality Traits, Psychological Patterns, Social Development, Student Adjustment
Hoglund, Wendy L. G.; Jones, Stephanie M.; Brown, Joshua L.; Aber, J. Lawrence – Journal of Educational Psychology, 2015
The current study examines 3 alternative conceptual models of the directional associations between parent involvement in schooling (homework assistance, home-school conferencing, school-based support) and child adjustment (academic and social competence, aggressive behaviors). The parent socialization model tests the hypothesis that parent…
Descriptors: Parent Participation, Socialization, Models, Correlation
Skinner, Ellen; Pitzer, Jennifer; Steele, Joel – Educational and Psychological Measurement, 2013
A study was designed to examine a multidimensional measure of children's coping in the academic domain as part of a larger model of motivational resilience. Using items tapping multiple ways of dealing with academic problems, including five adaptive ways (strategizing, help-seeking, comfort-seeking, self-encouragement, and commitment) and six…
Descriptors: Coping, Resilience (Psychology), Student Motivation, Student Adjustment
Chen, Xinyin; Wang, Li; Cao, Ruixin – Child Development, 2011
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…
Descriptors: Shyness, Rural Schools, Social Status, Foreign Countries
Mathieson, Lindsay C.; Crick, Nicki R. – School Psychology Review, 2010
Peer aggression in children is a serious issue that school psychologists often encounter on a daily basis. To develop a better understanding of aggression, it is important to look at specific subtypes of aggression and how they are related to adjustment difficulties. Past research has examined the links between reactive and proactive physical…
Descriptors: Aggression, School Psychologists, Student Adjustment, Correlation
Huang, Chin-Fang – ProQuest LLC, 2010
The purpose of the present study was to examine the relations among Taiwanese elementary school children's effortful control, social relationships and their adjustment at school. Data were gathered on 407 third- to sixth-grade children (81 third graders, 79 fourth graders, 116 fifth graders, and 131 sixth graders) attending three low- to…
Descriptors: Foreign Countries, Elementary School Students, Correlation, Questionnaires
Greenman, Paul S.; Schneider, Barry H.; Tomada, Giovanna – School Psychology International, 2009
Poor school adjustment is a known correlate of peer rejection in childhood. However, the impact of change in sociometric status on children's academic performance over time is unclear. The aim of this study was to determine whether improvement or decline in children's sociometric status would predict corresponding changes in their academic…
Descriptors: Sociometric Techniques, Academic Achievement, Student Adjustment, Program Effectiveness
Leadbeater, Bonnie J.; Hoglund, Wendy L. G. – Child Development, 2009
Three models of the prospective relations between child maladjustment and peer victimization are examined: (a) internalizing results directly from victimization, (b) internalizing leads to victimization, and (c) physical aggression fuels retaliatory victimization that leads to increases in internalizing over time. Data came from assessments of…
Descriptors: Aggression, Children, Adjustment (to Environment), Victims of Crime
Wyrick, Amanda J.; Rudasill, Kathleen Moritz – Early Education and Development, 2009
Research Findings: Research on teacher-child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these…
Descriptors: Parent Participation, Child Health, Student Adjustment, Parent School Relationship
Bauman, Sheri – Journal of Early Adolescence, 2008
This study examined the relationship between overt and relational peer victimization and depression in a sample of predominantly Mexican American students in Grades 3 through 5 in a Southwestern U.S. school district. Acculturation level was assessed and included as an independent variable along with gender and grade (a proxy for age). Fifty six…
Descriptors: Gender Differences, Student Adjustment, Grade 4, Grade 5
Kim, Geunyoung; Walden, Tedra; Harris, Vicki; Karrass, Jan; Catron, Thomas – Child Psychiatry and Human Development, 2007
The present study examined the role of emotion and emotion control in children's externalizing problems. Third- to sixth-grade children were administered a self-report measure of positive emotion, negative emotion, and emotion control. Peer- and teacher-reported adjustment problems were assessed. Structural equations modeling revealed that…
Descriptors: Psychological Patterns, Interaction, Behavior Problems, Emotional Response
Rey, Rick B.; Smith, Ami L.; Yoon, Jina; Somers, Cheryl; Barnett, Douglas – School Psychology International, 2007
The purpose of this study was to examine students' and teachers' perceptions of their relationship. Eighty-nine African American children in Grades 3 through 6 and their teachers independently rated the quality of the teacher-child relationship and completed a range of questionnaires regarding the children's school-related adjustment. Teacher and…
Descriptors: Grade 3, Grade 4, Grade 6, Grade 5
