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

Child Development
Xinyin ChenLi Wang

Abstract

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.

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Citations

Aug 23, 2011·Journal of Abnormal Child Psychology·Yoshito KawabataSusan Shur-Fen Gau
Sep 6, 2013·Child Psychiatry and Human Development·Shin-ichi IshikawaSusan H Spence
Mar 5, 2016·The British Journal of Developmental Psychology·Jie HeMowei Shen
Feb 26, 2013·Developmental Science·Emma G FlynnJeremy R Kendal
Nov 11, 2011·Journal of Psychiatric and Mental Health Nursing·J LiuG Lewis
Sep 10, 2014·Developmental Psychobiology·Xinyin ChenHuihua Deng
Feb 5, 2011·Biological Psychology·Luna C Muñoz, Xenia Anastassiou-Hadjicharalambous
Jul 14, 2016·Behaviour Research and Therapy·Susan H Spence, Ronald M Rapee
Oct 16, 2016·Development and Psychopathology·Victoria C JohnsonElizabeth P Hayden
May 21, 2020·New Directions for Child and Adolescent Development·Jia Li LiuCharles M Super
Feb 10, 2021·Scandinavian Journal of Medicine & Science in Sports·Sandra Amatriain-FernándezHenning Budde

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