[article]
| Titre : |
Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Xinyin CHEN, Auteur ; Lei CHANG, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; DAN LI, Auteur |
| Année de publication : |
2010 |
| Article en page(s) : |
p.583-592 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective. |
| En ligne : |
http://dx.doi.org/10.1017/s0954579410000295 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 |
in Development and Psychopathology > 22-3 (August 2010) . - p.583-592
[article] Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study [Texte imprimé et/ou numérique] / Xinyin CHEN, Auteur ; Lei CHANG, Auteur ; Xiaorui HUANG, Auteur ; Li WANG, Auteur ; DAN LI, Auteur . - 2010 . - p.583-592. Langues : Anglais ( eng) in Development and Psychopathology > 22-3 (August 2010) . - p.583-592
| Index. décimale : |
PER Périodiques |
| Résumé : |
The primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective. |
| En ligne : |
http://dx.doi.org/10.1017/s0954579410000295 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 |
|
Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study in Development and Psychopathology, 22-3 (August 2010)
