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Child Development in Rural China: Children Left behind by Their Migrant Parents and Children of Nonmigrant Families
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Wen, Ming; Lin, Danhua – Child Development, 2012
Using recent cross-sectional data of rural children aged from 8 to 18 in Hunan Province of China, this article examines psychological, behavioral, and educational outcomes and the psychosocial contexts of these outcomes among children left behind by one or both of their rural-to-urban migrant parents compared to those living in nonmigrant…
Descriptors: Educational Objectives, Outcomes of Education, Health Behavior, Rural Areas
Insight into the Time Course of Emotion among Western and Chinese Children.
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Harris, Paul L.; And Others – Child Development, 1985
Western and Chinese children six years of age judged that an initially intense positive or negative emotional reaction would wane gradually over time. Children four years of age were less consistent, but, when steps were taken to insure their comprehension, they too judged that emotion wanes gradually over time. (Author/RH)
Descriptors: Age Differences, Comparative Analysis, Comprehension, Emotional Experience
Mathematics Achievement of Children in China and the United States.
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Stevenson, Harold W.; And Others – Child Development, 1990
Performance of U.S. first and fifth graders was consistently inferior to that of Chinese children on both problems requiring computation and problems requiring application of knowledge about mathematics. The poor performance of U.S. students appeared to be attributable to low motivation of students, low standards of parents, and low interest of…
Descriptors: Academic Achievement, Comparative Analysis, Elementary Education, Elementary School Students
Same Beginnings, Different Stories: A Comparison of American and Chinese Children's Narratives.
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Wang, Qi; Leichtman, Michelle D. – Child Development, 2000
Examined social, emotional, and cognitive characteristics of American and Chinese 6-year-olds' narratives. Found that, compared to American children, Chinese children showed greater orientation toward social engagement, greater concern with moral correctness, greater concern with authority, a less autonomous orientation, more expressions of…
Descriptors: Children, Cognitive Development, Comparative Analysis, Cross Cultural Studies
Chinese and Canadian Children's Evaluations of Lying and Truth Telling: Similarities and Differences in the Context of Pro- and Antisocial Behaviors.
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Lee, Kang; Cameron, Catherine Ann; Xu, Fen; Fu, Genyao; Board, Julie – Child Development, 1997
Compared Chinese and Canadian 7-, 9-, and 11-year-olds' moral evaluations of lie- and truth-telling in stories involving pro- and antisocial behavior. Found that Chinese children rated truth-telling less positively and lie-telling more positively in prosocial settings than Canadians. Both rated truth-telling positively and lie-telling negatively…
Descriptors: Age Differences, Antisocial Behavior, Children, Comparative Analysis
Motivation and Mathematics Achievement: A Comparative Study of Asian-American, Caucasian-American, and East Asian High School Students.
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Chen, Chuansheng; Stevenson, Harold W. – Child Development, 1995
Examined academic achievement under a cultural motivational framework. Asian American students' performance in mathematics was found to be between that of Chinese and Japanese students and that of Caucasian Americans. Suggests that academic achievement reflects a cultural heritage that emphasizes education and the ability of all persons to benefit…
Descriptors: Academic Ability, Academic Achievement, Asian American Students, Comparative Analysis