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中加11岁儿童社会适应状况的跨文化比较
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Abstract:
采用行为观察、访谈和问卷法，对中国(160人)和加拿大(133人) 11岁儿童的社会适应状况进行比较分析。研究结果表明：(1) 中国儿童在同伴互动中的消极互动、教师报告的内隐问题、自我感知的学校态度和孤独感上显著高于加拿大儿童；(2) 加拿大儿童在同伴互动中的主动互动、同伴喜爱，父母报告的外显问题行为、内隐问题行为上显著高于中国儿童；(3) 对两国儿童来说，女孩的外显问题行为显著高于男孩；(4) 加拿大女孩的主动互动行为显著多于男孩。
This study employed behavioral observation, interviews, and questionnaires to conduct a comparative analysis of the social adjustment of 11-year-old children in China (n = 160) and Canada (n = 133). The results revealed the following: (1) Chinese children exhibited significantly higher levels of negative peer interactions, teacher-reported internalizing problems, self-perceived negative school attitudes, and feelings of loneliness compared to their Canadian counterparts; (2) Canadian children demonstrated significantly higher levels of proactive peer interactions and peer acceptance, as well as parent-reported externalizing and internalizing problem behaviors than Chinese children; (3) Across both countries, girls showed significantly more externalizing problem behaviors than boys; (4) Among Canadian children, girls engaged in significantly more proactive peer interactions than boys.
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