Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment
Self-perceptions of competence in Brazilian, Canadian, Chinese and Italian children: Relations with social and school adjustment
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DOI：
10.1080/01650250344000334
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发表时间：
2004-03-01
影响因子：
3.7
通讯作者：
DeSouza, A
中科院分区：
文献类型：
--
作者：
Chen, XY;Zappulla, C;DeSouza, A
本研究旨在探讨巴西、加拿大、中国和意大利儿童的能力自我知觉与社会、行为和学校适应之间的关系。自我知觉的数据通过儿童的自我报告收集。有关社会行为，同侪接受，和学校成绩的信息，从同侪评估和教师评级。多组分析显示，在四个样本中，学业和一般自我价值领域的自我认知与社会和学校表现之间的关系模式相似。然而，社会能力自我知觉与害羞和学业成就之间的关系在这些样本中是不同的。社交能力的自我认知与巴西、加拿大和意大利儿童的羞怯呈负相关，但在中国儿童中不存在;社交能力的自我认知与加拿大和中国儿童的学业成绩呈正相关，但在巴西和意大利儿童中不存在。不同文化中自我知觉与社会和学校适应之间的关系模式的相似性和差异表明，自我系统可能是一种文化普遍现象，也可能是一种文化特有现象。
The purpose of the present study was to examine relations between self-perceptions of competence and social, behavioural, and school adjustment in Brazilian, Canadian, Chinese, and Italian children. Self-perception data were collected through children's self-reports. Information about social behaviours, peer acceptance, and school achievement was obtained from peer assessments and teacher ratings. Multi-group analyses revealed similar patterns of relations between self-perceptions in scholastic and general self-worth domains and social and school performance in the four samples. However, the relations between self-perceptions of social competence and shyness and academic achievement were different across these samples. Self-perceptions of social competence was negatively associated with shyness in Brazilian, Canadian, and Italian children, but not in the Chinese children, and positively associated with academic achievement in Canadian and Chinese children, but not in Brazilian and Italian children. Similarities and differences in the patterns of relations between self-perceptions and social and school adjustment across cultures indicate that the self system may be a culture-general as well as culture-specific phenomenon.