Elementary students' perceptions of classroom resilience-promoting factors in China and the United States. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: Ni, Hong; Li, Chieh; Li, Beilei; Xi, Honghua
• Is Part Of: International journal of school & educational psychology. Volume 8:Issue 1(2020)
• Page Start: 62
• Page End: 73
• Publication Date: 2020-01-02
• Subjects: resilience factors -- ClassMaps Survey -- Chinese elementary students; Educational psychology -- Periodicals; Educational psychology; Periodicals; 370.15
• DOI: 10.1080/21683603.2018.1523030
• Languages: English
• ISSNs: 2168-3611

Abstract

ABSTRACT: This study used ClassMaps Survey to investigate third to fifth grade elementary students' perceptions of five relational (e.g., teacher-student relationships and peer friendships) and three individual (e.g., academic self-efficacy and behavioral self-control) resilience-promoting factors in classrooms in China and the United States. Examination of measurement equivalence indicates that the seven-factor model excluding peer aggression has acceptable strong factorial measurement equivalence. Comparison of group means revealed common strengths in teacher–student relationships, peer friendships, challenges in behavioral self-control, and peer conflict across the two cultural groups. Interventions should be built upon positive relationships and target behavioral self-control and peer conflict.