Psychological Development and Education ›› 2017, Vol. 33 ›› Issue (6): 641-648.doi: 10.16187/j.cnki.issn1001-4918.2017.06.01

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The School Adaptation Meaning of Children's Resource Acquisition Behaviors: A 5-Year Longitudinal and Cross-cultural Study

CAO Ruixin1, CHEN Huichang2, CHEN Xinyin3, LIANG Zongbao4   

  1. 1. International College, Renmin University of China, Suzhou 215123, China;
    2. School of Psychology, Beijing Normal University, Beijing 100875, China;
    3. Graduate School of Education, University of Pennsylvania, PA 19104-6216, USA;
    4. Research Center for Learning Science, Southeast University/Key Laboratory of Child Development and Learning Science, Ministry of Education, Nanjing 210096, China
  • Online:2017-11-15 Published:2017-11-15

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Abstract: In the present study, we compared the long-term associations between 7-year-old children's resource acquisition behaviorsand their 11-year-old school adaptationthrough lab observation and questionnaire. There were 160 Chinese children and 133 Canadian childrentook part in this study. At 7 years old, 4 children of same gender and not familiar with each other, were invited tothe observation room, and they were observed as they played with a single novel toy. The follow up studies were conducted in this sample when the children were 11 years old. The children's were asked to self-report their own feeling of recently, such as loneliness, depression, and behavioral problems. Their teachers werecontacted and asked to finish questionnaires assessing children's social and behavioral problems. Statistical analyses revealed the following results:(1) Turn taking behavior was significantly and negatively predicts children's school adaptation. Boys' turn taking behaviors at 7 years old were significantly and positively predict their self-reported anxious when they were 11 years old. While girls' turn taking behaviors were significantly and negatively predict their school attitude. (2) Polite request was significantly and positively predict Chinese children's aggression. Not for Canadian children. (3) Adult seeking has positive adaptation meaning for low failness children. (4) The outcomes of resource acquisition behaviors moderated the predictive relation between children's resource acquisition behaviors at 7 years and their school adaptation at 11 years. Polite request of low success children on resource acquisition was significantly and positively predict their aggression behaviors, while polite request of low failure children was significantly and negatively predict their aggression behaviors. Adult-seeking of low failure children was significantly and negatively predict their self-reported loneliness.

Key words: children, resource acquisition, school adaptation

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