University of Pennsylvania.
East China Normal University.
Dev Psychol. 2018 Jun;54(6):1124-1134. doi: 10.1037/dev0000496. Epub 2018 Mar 5.
This study examined relations of social sensitivity to social, school, and psychological adjustment in rural Chinese, urban Chinese, and Canadian children. Participants were 4th to 6th grade students (Mage = 11 years) in China (n = 593 and 443 for the rural and urban samples) and Canada (n = 325). A self-report measure of social sensitivity was developed for the study. In addition to data on social sensitivity, information on adjustment was obtained from multiple sources. The analyses revealed that social sensitivity was associated with positive adjustment in rural Chinese children but with adjustment problems in Canadian children. The relations were largely mixed and nonsignificant in urban Chinese children. These results indicate the role of context in defining the functional meaning of children's social sensitivity. (PsycINFO Database Record
本研究考察了社会敏感性与农村中国儿童、城市中国儿童和加拿大儿童的社会、学校和心理适应之间的关系。参与者为中国 4 至 6 年级的学生（平均年龄为 11 岁），包括农村样本 593 人，城市样本 443 人，以及加拿大样本 325 人。为该研究开发了一种自我报告的社会敏感性测量工具。除了社会敏感性数据外，还从多个来源获取了关于适应情况的信息。分析结果表明，社会敏感性与农村中国儿童的积极适应有关，但与加拿大儿童的适应问题有关。在中国城市儿童中，这些关系大多是混合的且不显著。这些结果表明，背景在定义儿童社会敏感性的功能意义方面起着重要作用。
