A Cross-Cultural Comparison of Belgian and Vietnamese Children’s Social Competence and Behavior

Roskam, Isabelle; Hoang, Thi Van Anh; Schelstraete, Marie‐Anne

doi:10.1080/10409289.2016.1248167

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…Moreover, the standard multiple regression indicated that children's age did not predict their performances on conflict resolution tasks in the post-tests, which demonstrated that older children may not be socially more mature than younger children. This result differs from the previous studies Roskam et al, 2017), which demonstrated that older children exhibited higher levels of social competence, emotion regulation, and ability to resolve peer conflicts. King et al (2018) stated that positive peer interactions support children's social adaptive development and mental wellbeing and adjust problematic behaviors in social-conflict situations.…”

Section: How Do Children Construct Conflict Resolution Knowledge?contrasting

confidence: 99%

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

Wu,

2024

Front. Educ.

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This study explored the effects of peer interactions on kindergarten children’s construction of conservation and conflict resolution knowledge during storybook reading. Previous studies have identified that peer interactions can support the meaning-making processes of children in social relationships and problem-solving, but little is known about whether the interaction with mixed-age or more competent peers is more important in supporting knowledge construction. Sixty-four younger children in K2 and older children in K3 with similar socioeconomic backgrounds were recruited from a Montessori kindergarten in Kunming, China. An experimental design was applied to explore age group and conserver dominance effects on conservation and conflict resolution. Children were assigned randomly to eight groups in three 30-to-40-min intervention sessions. Each session had a different theme for the children to learn about conservation and conflict resolution concepts and a hands-on activity to practice and discuss. ANOVAs were performed to test group effects, while multiple regression analyses were conducted to explore individual variations in age and pre-test scores in predicting post-test scores. Conservation knowledge was significantly better among children who differed in age groups in the post-test, but differences were not found in conflict resolution knowledge. Groups balanced with equal conservers and non-conservers improved the best, suggesting that peer social interactions can facilitate conservation and conflict resolution construction. These results provide new insights for early childhood educators to support peer interactions and children’s development. Implications, limitations, and future research are discussed.

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Section: How Do Children Construct Conflict Resolution Knowledge?contrasting

confidence: 99%

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

Wu,

2024

Front. Educ.

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“…The negative impacts of student externalizing behavior were identified across different cultures (Rescorla et al, 2007). However, the magnitudes and forms of these impacts on SEB development may vary to a certain extent due to cultural differences, such as collectivistic (e.g., China; Shen et al, 2006) versus individualistic cultures (e.g., the United States; Duan, 2018; Roskam et al, 2017).…”

Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

“…In a collectivistic culture with Confucian educational philosophy (e.g., China), social hierarchy and obedience to rules and authorities in the classroom represent core values that permeate every aspect of students’ school life (Roskam et al, 2017; Tan, 2020). But students exhibiting externalizing behaviors are inconsistent with these values.…”

Section: Significance Of Student Externalizing Behaviors In Chinamentioning

confidence: 99%

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

Zhang¹

2024

School Psychology

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The prevalence of externalizing behaviors imposes a far-reaching negative impact on students' social, behavioral, and academic outcomes, which constitute a public health issue in low-resource and populous developing countries (e.g., China). Compared to the "one-size-fits-all" approach (OSFA; forcing a single evidence-based intervention [EBI] on any struggling students) that is prevalent in many countries, a precision-based approach (e.g., Student Intervention Matching System; SIMS) to intervention programming can better meet students' heterogeneous needs by matching individual characteristics to active components of EBIs. But precision-based approaches cannot fulfill their potential in developing countries unless the contextual implementation barriers (e.g., high student-teacher ratio) are remedied with attention to feasibility, acceptability, and cultural compatibility. This collaborative pilot study with Chinese school stakeholders examined the efficacy, feasibility, acceptability, and cultural compatibility of SIMS to match behavioral EBIs to students with externalizing behaviors. A concurrent multiple-baseline across-participant design was used with six students (three dyads). Visual and quantitative analyses evidenced the superior efficacy of SIMS in improving externalizing behaviors compared to the OSFA approach. Social validity data endorsed the feasibility, acceptability, and cultural compatibility of SIMS and the matched EBIs perceived by school stakeholders (educators, students, and parents). Implications, limitations, and future directions for adapting precision-based approaches in low-resource and populous countries were discussed. Impact and ImplicationsPrecision-based approaches (PBA) to intervention programming hold promises as a cost-effective solution for school mental health in low-resource and populous countries. This study supported the preliminary efficacy, feasibility, acceptability, and cultural compatibility of an adapted PBA (i.e., Student Intervention Matching System) that matches evidence-based interventions to the individual characteristics and needs of students with externalizing behaviors in China. The discussion shed light on practical approaches to adapting PBAs across cultures.

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Correlates to Goal Frustration

Zhou¹

2022

Goal Frustration in Academic Achievement Settings

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A Cross-Cultural Comparison of Belgian and Vietnamese Children’s Social Competence and Behavior

Cited by 4 publications

References 39 publications

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

Peer interactions during storybook reading on children’s knowledge construction: an experimental study on K2 and K3 children

A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.

Correlates to Goal Frustration

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