This research was supported by grants from the Social Sciences and Humanities Research Council of Canada, a Faculty Scholars Award from the William T. Grant Foundation, and grants from the Shanghai Eastern Scholar Program, the “Chen Guang” program of the Shanghai Municipal Education Commission and Shanghai Education Development Foundation (#08CG53), and the Shanghai Leading Academic Discipline Program (#S30401). We are grateful to the children and teachers for their participation.
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Brief Report
Shyness-Sensitivity, Aggression, and Adjustment in Urban Chinese Adolescents at Different Historical Times
Article first published online: 30 MAR 2012
DOI: 10.1111/j.1532-7795.2012.00790.x
© 2012 The Authors. Journal of Research on Adolescence © 2012 Society for Research on Adolescence
Additional Information
How to Cite
Liu, J., Chen, X., Li, D. and French, D. (2012), Shyness-Sensitivity, Aggression, and Adjustment in Urban Chinese Adolescents at Different Historical Times. Journal of Research on Adolescence, 22: 393–399. doi: 10.1111/j.1532-7795.2012.00790.x
Publication History
- Issue published online: 15 AUG 2012
- Article first published online: 30 MAR 2012
Funded by
- Social Sciences and Humanities Research Council of Canada
- Faculty Scholars Award from the William T. Grant Foundation
- Shanghai Eastern Scholar Program
- Shanghai Municipal Education Commission and Shanghai Education Development Foundation. Grant Number: 08CG53
- Shanghai Leading Academic Discipline Program. Grant Number: S30401
- Abstract
- Article
- References
- Cited By
The market-oriented economic reform in China over the past two decades has resulted in considerable changes in social attitudes regarding youth's behaviors. This study examined the relations of shyness and aggression to adjustment in Chinese adolescents at different historical times. Participants came from two cohorts (1994 and 2008) of adolescents in Shanghai (N = 540 and 728, respectively; M age = 13 years), and data were obtained from multiple sources. Although aggression was associated with adjustment problems in both cohorts, there were significant cross-cohort differences in the relations between shyness and adjustment. In the 1994 cohort, shyness was positively associated with teacher-rated competence, leadership, and academic achievement. In the 2008 cohort, however, shyness was negatively associated with peer preference and positively associated with loneliness.