EFFECTS OF SCHOOLING ON PERSONALITY AND PERFORMANCE OF SINGLE CHILDREN IN CHINA
Abstract
Amidst the continued controversial debate in literature on the personality traits and school performance of single children, the present writer collected and analyzed a huge cross-section sample of over 12,000 Chinese students spreading over Grade 1 to Grade 12 and coming from different schools and community settings. Through 12 parallel discriminant analyses, each applied to one grade, it was found that family influences tended to diminish as peer and the less obvious school effect began to take effect. Subsequently, the earlier differences in personality traits and school performance, that were found between single children and children with siblings, and that could be traced to unique family experience began to disappear, as the uniform socialization process began to take root. RÉSUMÉ Au milieu de la controverse qui fait rage dans la littérature sur les traits de caractère et de rendement scolaire des enfants uniques, l'auteur a recueilli et analysé des données sur un important échantillon représentatif de plus de 12,000 élèves chinois inscrits dans toutes les classes de la première à la douzième année dans différentes écoles et milieux communautaires. Après avoir effectué 12 analyses discriminantes parallèles, chacune portant sur une classe, l'auteur a constaté que les influences familiales avaient tendance à s'atténuer tandis que les pairs et les effets moins manifestes de l'école commençaient à prendre le dessus. Par la suite, les différences constatées au chapitre des traits de caractère et du rendement scolaire entre les enfants uniques et les enfants qui avaient des frères et soeurs ont commencé à s'estomper tandis que le processus de socialisation uniforme prenait racine.Downloads
Published
1992-04-01
How to Cite
Lam, Y. J. (1992). EFFECTS OF SCHOOLING ON PERSONALITY AND PERFORMANCE OF SINGLE CHILDREN IN CHINA. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 27(002). Retrieved from https://mje.mcgill.ca/article/view/8032
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