Crystal D S, Chen C, Fuligni A J, Stevenson H W, Hsu C C, Ko H J, Kitamura S, Kimura S
Center for Human Growth and Development, University of Michigan, Ann Arbor 48109.
Child Dev. 1994 Jun;65(3):738-53.
Psychological maladjustment and its relation to academic achievement, parental expectations, and parental satisfaction were studied in a cross-national sample of 1,386 American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students. 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers.
对1386名美国、1633名中国和1247名日本的十一年级学生进行了一项跨国研究，探讨心理调适不良及其与学业成绩、父母期望和父母满意度之间的关系。5项调适不良指标包括压力、抑郁情绪、学习焦虑、攻击性和躯体不适的测量。与美国同龄人相比，亚洲学生的父母对学业成绩的期望更高，但对学业成绩的满意度更低。然而，日本学生报告的压力、抑郁情绪、攻击性、学习焦虑和躯体不适比美国学生少。中国学生报告的压力、学习焦虑和攻击性情绪比美国同龄人少，但抑郁情绪和躯体不适的频率确实更高。通过数学测试评估的高学业成绩通常与心理调适不良无关。唯一的例外是在美国，成绩优异的学生比成绩差的学生表示压力感更频繁。
