Behavioral Inhibition in Early Childhood and Adjustment in Late Adolescence in China.

This study examined relations between behavioral inhibition in toddlerhood and social, school, and psychological adjustment in late adolescence in China. Data on behavioral inhibition were collected from a sample of 2-year-olds (initial N = 247). Follow-up data were collected at 7 years for peer relationships and 19 years for adjustment across domains. The results showed that early inhibition positively predicted later social competence and school adjustment. Peer relationships in middle childhood served as a protective factor in the development of depression of inhibited children. The results indicate the distinct functional meaning of behavioral inhibition in the Chinese context from a developmental perspective.

Judgments of damage to public versus private property in Chinese children at different historical times.

This study examined children's judgments of damage to public versus private property in China at two historical times. Participants were two cohorts (1980 and 2012) of elementary school children at ages 7, 9, and 11 years. The children were administered paired stories that described a protagonist who damaged public or private property with a good or bad intention. The results showed that children in the 2012 cohort were less likely than their counterparts in the 1980 cohort to judge damage to public property as more culpable than damage to private property. The cohort differences were more evident in older children than in younger children. The results suggest that macro-level contexts may play an important role in shaping children's judgments.

Changes in early adolescents' sense of responsibility to their parents in the United States and China: implications for academic functioning.

This research examined American and Chinese children's sense of responsibility to their parents during early adolescence, with a focus on its implications for children's academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility to their parents. Information on children's academic functioning was also collected from children as well as school records. Although children's sense of responsibility to their parents declined over the seventh and eighth grades in the United States, this was not the case in China. In both countries, children's sense of responsibility was predictive of enhanced academic functioning among children over time.

Four children and one toy: Chinese and Canadian children faced with potential conflict over a limited resource.

Quartets of Chinese (n=125) and Canadian (n=133) 7-year-old children were observed as they played with a single attractive toy. Chinese children exhibited more assertive and general rule bids, engaged in more spontaneous giving, and reacted more positively to assertions of others whereas Canadian children more frequently referred to norms of sharing. Evidence of cultural scripts for dealing with potential conflict, that is, sharing for Canadian children and hierarchical organization for Chinese children, emerged. Passive and reticent behaviors in Chinese children and assertion and object control by Canadian children were associated with group acceptance, results suggesting the meaning of these patterns of social behavior may differ in these two countries.

Autonomy- and connectedness-oriented behaviors of toddlers and mothers at different historical times in urban China.

This study examined toddlers' autonomy- and connectedness-oriented behaviors and mothers' encouragement of autonomy and connectedness in two cohorts (1995 and 2008) in urban China. Observational data were collected from Chinese children and their mothers in a laboratory free play session. The results showed that compared with children in the 1995 cohort (207 children, 95 boys, Mage = 24.09 months), children in the 2008 cohort (281 children, 144 boys, Mage = 24.34 months) displayed fewer connectedness-oriented behaviors and spent more time on autonomous activities. Compared with mothers in the 1995 cohort (45% with a college education), mothers in the 2008 cohort (43.4% with a college education) were less likely to display involvement in children's activities and more likely to encourage child autonomy. The results suggest that macrolevel contexts may play an important role in shaping parenting and children's behaviors. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Reciprocal influences between parents' perceptions of mother-child and father-child relationships: a short-term longitudinal study in Chinese preschoolers.

To examine the reciprocal influences between mother-child and father-child relationships, the authors analyzed cross-lagged longitudinal data on children's relationships with both parents using a structural equation modeling approach. Mothers and fathers of 100 Chinese preschoolers aged 2-3 years filled in the Child-Parent Relationship Scale (R. Pianta, 1992) across 2 time periods 9 months apart. The results showed stability of mother-child and father-child relationships and longitudinal reciprocal influences between the relationships in that over a 9-month follow-up period, mother-child closeness negatively predicted conflict in father-child relationships, and father-child conflict positively predicted mother-child conflict.

American and Chinese early adolescents' inclusion of their relationships with their parents in their self-construals.

This research examined children's interdependent self-construals as manifest in their seeing their relationships with their parents as self-defining. Four times over early adolescence, 825 children (mean age = 12.73 years) in the United States and China reported on their inclusion of their relationships with their parents in their self-construals as well as other dimensions of their psychological functioning. Although there was continuity in children's inclusion of their relationships with their parents in their self-construals, American, but not Chinese, children decreased their inclusion over time. In both the United States and China, the more children defined themselves in terms of their relationships with their parents, the more their perceptions of the quality of these relationships mattered for their subsequent emotional functioning.

Early childhood behavioral inhibition and social and school adjustment in chinese children: a 5-year longitudinal study.

This study examined relations between early behavioral inhibition and social and school outcomes in Chinese children (N = 200). Data on behavioral inhibition were collected from a sample of 2-year-olds in China. Follow-up data on social behaviors, peer relationships, and school performance were collected from multiple sources at 7 years of age. Behavioral inhibition was found to be positively associated with later cooperative behavior, peer liking, perceived social integration, positive school attitudes, and school competence, and negatively associated with later learning problems. Highly inhibited toddlers were generally better adjusted than others in social and school areas in middle childhood. The results indicate the distinct functional meaning of behavioral inhibition in Chinese children from a developmental perspective.

Reticent behavior and experiences in peer interactions in Chinese and Canadian children.

In this study, the authors examined relations between reticent behavior in unfamiliar peer situations and experiences in interactions in Chinese and Canadian children. Observational data were collected from samples of children at 4 years of age in the People's Republic of China and Canada. The results indicated that relations between reticent behavior and peer initiations were similar in the 2 samples. The differences between the samples were mainly in peer responses. Reticent behavior was associated with peer rejection such as overt refusal and disagreement in the Canadian sample but with positive responses such as approval in the Chinese sample, particularly when children made low-power initiations. The results suggest that reticent children in China and Canada may have similar as well as different experiences in social interactions.

Early Childhood Reticent and Solitary-Passive Behaviors and Adjustment Outcomes in Chinese Children.

Little is known about the developmental outcomes of children's social withdrawal in non-Western societies. The present study examined how two main forms of social withdrawal, social reticence and solitary-passive behavior, in early childhood were associated with adjustment in late childhood in Chinese children (75 boys and 92 girls). Data on reticent and solitary-passive behaviors were collected at 4 years of age from laboratory observations. Follow-up data on school, behavioral, and psychological adjustment were collected at 11 years of age from multiple sources. It was found that whereas reticent behavior mainly predicted later psychological problems such as loneliness and depression, solitary-passive behavior predicted later school incompetence and externalizing problems. The results suggest that reticence and solitary-passive behavior may represent distinct forms of withdrawal that play different roles in maladaptive development in Chinese context.

The role of parents' control in early adolescents' psychological functioning: a longitudinal investigation in the United States and China.

This research compared the effects over time of parents' control and autonomy support on children's functioning in the United States and China. American and Chinese (N = 806) seventh graders (mean age = 12.73 years) participated in a 6-month longitudinal study. Children reported on their parents' psychological control, psychological autonomy support, behavioral control, and their own emotional and academic functioning. Children's grades were obtained. Supporting cultural similarities, in both countries over time, parents' psychological control predicted children's dampened emotional functioning, parents' psychological autonomy support predicted children's enhanced emotional and academic functioning, and parents' behavioral control predicted children's enhanced academic functioning. Supporting cultural differences, the beneficial effects of parents' psychological autonomy support were generally stronger in the United States than in China.