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.
Chen
Xinyin
X
Department of Psychology, University of Western Ontario, London, ON, Canada N6A 5C2. xchen@uwo.ca
Chen
Huichang
H
Li
Dan
D
Wang
Li
L
D000124:Achievement; D044466:Asian People / Q000523:psychology*; D001242:Assertiveness; D002648:Child; D002675:Child, Preschool; D002681:China; D003299:Cooperative Behavior; D003431:Cross-Cultural Comparison; D005260:Female; D006801:Humans; D007206:Individuality; D007266:Inhibition, Psychological; D007859:Learning Disabilities / Q000208:ethnology / Q000523:psychology; D008137:Longitudinal Studies; D008297:Male; D010379:Peer Group; D010552:Personality Assessment; D010553:Personality Development; D012792:Shyness; D012917:Social Adjustment; D012919:Social Behavior; D012931:Social Environment; D012933:Social Identification; D012945:Social Values; D012951:Socialization