Mainland Chinese Students' Self-Appraisals of Their Psychological Dispositions at School

Autor/inn/en	Askell-Williams, Helen; Skyrzypiec, Grace; Zhao, Xueqin; Cao, Fei
Titel	Mainland Chinese Students' Self-Appraisals of Their Psychological Dispositions at School
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 1, S.139-156 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Askell-Williams, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-017-9404-z
Schlagwörter	Psychological Characteristics; Psychological Evaluation; Self Evaluation (Individuals); Student Attitudes; Student Behavior; Questionnaires; Resilience (Psychology); Well Being; Self Concept; Mental Health; Student Satisfaction; Student Characteristics; Age Differences; Gender Differences; Foreign Countries; China + Suchen Sie Ihr Suchwort? Psychosoziale Beurteilung; Schülerverhalten; Student behaviour; Fragebogen; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Psychohygiene; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland
Abstract	This paper reports mainland Chinese students' self-appraisals about their psychological dispositions whilst at school. Increasing interest has turned to factors such as resilience, wellbeing, flourishing, happiness and satisfaction, which in turn are predicted to be associated with factors such as emotional stability, achieving personal goals, social fulfilment and quality of life. Such psychological dispositions are developed in conjunction with the influences of social systems such as schools. Although a number of researchers have collaborated with schools to investigate students' dispositions in English speaking countries, similar research in mainland China is in its infancy. This is particularly the case for studies that seek students' own perspectives. We administered a questionnaire about resilience, flourishing, wellbeing, self-concept, school satisfaction, mental health, and happiness at school to 2756 students in Years 5-9 in mainland China. As expected with a non-clinical population, most students reported positively across the various scales. However, dividing the sample into subgroups enabled the creation of stratified visual profiles that showed significant differences between students with different backgrounds, such as gender, age, and mental health. This study illustrates the importance of subgroup analyses to identify potential areas of concern for different types of students, which in turn may inform differentiated school-based intervention programs to support students to flourish. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01