Relations Between Aggression and Adjustment in Chinese Children:   Moderating Effects of Academic Achievement

doi:10.1080/15374416.2013.782816

CORC > 北京大学 > 心理与认知科学学院

	Relations Between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement
	Yang, Fan ; Chen, Xinyin ; Wang, Li
刊名	journal of clinical child and adolescent psychology
	2014
关键词	SOCIAL COMPETENCE BEHAVIOR PROBLEMS PEER REJECTION PHYSICAL AGGRESSION SCHOOL PERFORMANCE PROSOCIAL BEHAVIOR ITALIAN CHILDREN DEPRESSED MOOD SELF-ESTEEM CHILDHOOD
DOI	10.1080/15374416.2013.782816
英文摘要	The primary purpose of the study was to examine the moderating effects of academic achievement on relations between aggressive behavior and social and psychological adjustment in Chinese children. A sample of children (N = 1,171; 591 boys, 580 girls; initial M age = 9 years) in China participated in the study. Two waves of longitudinal data were collected in Grades 3 and 4 from multiple sources including peer nominations, teacher ratings, self-reports, and school records. The results indicated that the main effects of aggression on adjustment were more evident than those of adjustment on aggression. Moreover, aggression was negatively associated with later leadership status and positively associated with later peer victimization, mainly for high-achieving children. The results suggested that consistent with the resource-potentiating model, academic achievement served to enhance the positive development of children with low aggression. On the other hand, although the findings indicated fewer main effects of adjustment on aggression, loneliness, depression, and perceived social incompetence positively predicted later aggression for low-achieving, but not high-achieving, children, which suggested that consistent with the stress-buffering model, academic achievement protected children with psychological difficulties from developing aggressive behavior. The results indicate that academic achievement is involved in behavioral and socioemotional development in different manners in Chinese children. Researchers should consider an integrative approach based on children's behavioral, psychological, and academic functions in designing prevention and intervention programs.; Psychology, Clinical; Psychology, Developmental; SSCI; 1; ARTICLE; fanyang@gse.upenn.edu; xinyin@gse.upenn.edu; 4; 656-669; 43
语种	英语
内容类型	期刊论文
源URL	[http://ir.pku.edu.cn/handle/20.500.11897/404540]
专题	心理与认知科学学院
推荐引用方式 GB/T 7714	Yang, Fan,Chen, Xinyin,Wang, Li. Relations Between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement[J]. journal of clinical child and adolescent psychology,2014.
APA	Yang, Fan,Chen, Xinyin,&Wang, Li.(2014).Relations Between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement.journal of clinical child and adolescent psychology.
MLA	Yang, Fan,et al."Relations Between Aggression and Adjustment in Chinese Children: Moderating Effects of Academic Achievement".journal of clinical child and adolescent psychology (2014).