Self- and Group-Orientations and Adjustment in Chinese Adolescents
The Role of Classroom Sociable Norm
Bibliographic Data
| ID | 19215102 |
|---|---|
| Authors | Long Hei (0009-0001-7457-757X, University of Pennsylvania, corresponding author), Xinyin Chen (0000-0002-0952-8659, University of Pennsylvania), Dan Li (0009-0009-7330-3225, Shanghai Normal University), Junsheng Liu (0000-0002-6823-0617, East China Normal University), Xinyue Ma (0009-0000-0883-1173, Shanghai Normal University) |
| Year | 2026 |
| Publication date | 2026-05-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Cross-Cultural Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0221 • E-ISSN: 1552-5422 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00220221261445378 |
| OpenAlex | W7160967128 |
| Language | EN |
| References cited | 48 |
This 1-year longitudinal study investigated the moderating role of classroom sociable norm on the relations between self- and group-oriented cultural values and adjustment among Chinese adolescents. Participants included 2,671 students (47.8% boys, M age = 12.90 years old) in seventh grade from 58 classrooms in China. Data on self- and group-orientations, sociability, and school and psychosocial adjustment were collected from multiple sources including self-reports, peer nominations, teacher ratings, and school records. Self-orientation was found to negatively predict later prosociality and positively predict later behavioral problems in classrooms with a low classroom sociable norm. In classrooms with a high sociable norm, self-orientation positively predicted later academic performance and social status. The results highlighted the importance of classroom context in shaping adjustment outcomes of adolescents with different cultural orientations
Context (archaeology) · Longitudinal study · Norm (philosophy) · Peer acceptance · Prosocial behavior · Psychosocial · Social environment · Social relation · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Cultural Differences and Values
The Teacher-Child Rating Scale
Achievement in the First 2 Years of School
Culture Three Ways
Childhood Aggression and Peer Relations in the Context of Family and Neighborhood Factors
Children's Social Competence in Cultural Context
Centering Decisions in Hierarchical Linear Models
Social Functioning and Adjustment in Chinese Children
Loneliness in Children
The Teenage Brain
The Measurement of Independent and Interdependent Self-Construals
Missing Data Analysis
A Test of Missing Completely at Random for Multivariate Data with Missing Values
Enjoyment of Chinese and mathematics and school performance in Chinese children and adolescents
Beyond Social Withdrawal
Unsociability and Psychological and School Adjustment in Chinese Children
Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents
Children's interpretation moderates relations of maternal autonomy support with sociability and assertiveness in China
Parents' Goals for Children
Father Migration and Mother Migration
Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior
Autonomy, Social Inequality, and Support in Chinese Urban and Rural Adolescents’ Reasoning About the Chinese College Entrance Examination ( Gaokao )
Culture, temperament, and social and psychological adjustment
Longitudinal Associations Between Prosociality and Depressive Symptoms in Chinese Children
Culture and social hierarchy
Dimensions and types of social status
Loneliness in Chinese children across contexts
A revised class play method of peer assessment
Sociable and prosocial dimensions of social competence in Chinese children
A comparison of methods for defining sociometric status among children
The development of self- and group orientations among Chinese young adolescents
Dimensionalizing Cultures
Stress, social support, and the buffering hypothesis
Self- and Group-Orientations and Adjustment in Urban and Rural Chinese Children
| Highly cited | No |
|---|