Performance on Delay Tasks in Early Childhood Predicted Socioemotional and School Adjustment Nine Years Later: A Longitudinal Study in Chinese Children

Abstract

This study examined, in a sample of Chinese children, the relations between early childhood delay behavior and later socioemotional and school adjustment. Observational data on delay behavior based on two delay tasks were collected when the children were two years old. Follow-up data on social competence, distinguished studentship, learning problems, perceived self-worth, loneliness, and depression were collected in the sample ( N = 175) from multiple sources, including teacher and mother ratings, self-reports, and school records at 11 years of age (fifth grade). It was found that delay behavior was positively associated with later social and school competence. Moreover, delay behavior negatively predicted later learning and emotional problems. Children's social competence mediated the relations between delay behavior and school and psychological adjustment. The results indicate that the ability to control one's own behavior plays a comprehensive role in socioemotional and academic development in Chinese children.

Self‐control, peer preference, and loneliness in Chinese children: A three‐year longitudinal study

“…Results from previous studies have demonstrated that self‐control is negatively associated with internalizing problems in Chinese children (e.g., Chen, Zhang, et al, ). However, interactions among these variables over time had yet to be explored.…”

“…At the behavioral level, self‐control is typically defined as the ability to comply with a request, delay an action on request, and to behave according to social expectations (Kopp, ). The ability to intentionally control behavior to achieve specific goals helps children concentrate in school, cope with negative experiences such as distress and frustration, and behave appropriately in social situations (Chen, Zhang, Chen, & Li, ; Eisenberg et al, ). Indeed, self‐control can be viewed as a component of social competence, as it facilitates appropriate social behavior and is associated with receiving positive social evaluations from others (Mintz, Hamre, & Hatfield, ).…”

“…Given the high value placed on self‐control in Chinese culture, it might be expected that this characteristic would promote positive social and emotional outcomes. Indeed, there is initial evidence to suggest that self‐control is negatively associated with the development of internalizing problems in Chinese children (Chen, Zhang, et al, ). However, most of the previous studies of self‐control in Chinese children have been cross‐sectional in design (e.g., Chen et al, ; Li, Delvecchio, Lis, Nie, & Di Riso, ).…”

“…However, most of the previous studies of self‐control in Chinese children have been cross‐sectional in design (e.g., Chen et al, ; Li, Delvecchio, Lis, Nie, & Di Riso, ). Moreover, the few longitudinal studies have been limited to two time points and did not attempt to control for stability effects or concurrent links among variables (e.g., Chen, Zhang, et al, ). Accordingly, there is a noticeable need to conduct multi‐time point longitudinal research related to self‐control in Chinese children that considers potential indirect and cross‐dimensional effects.…”

Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families

“…References to characters' emotions might also differ across ethnicities. Influenced by the value of self-expression in an individualistic culture, European American mothers tend to use language to express personal opinions and feelings, whereas Chinese mothers value the restraint of emotion and desires and thus are reluctant to talk directly about emotions (Chen, Zhang, Chen, & Li, 2012;Chen et al, 1998;Doan & Wang, 2010;Wang et al, 2000). Chinese mothers are less likely than European American mothers to refer to thoughts and emotions during book-sharing (Doan & Wang, 2010;Wang et al, 2000).…”