The association of caregivers’ and children’s characteristics with children’s social preference and being a class leader in China

Liu, Lisha; Xu, Liangyuan; He, Xiaoli; Li, Yanfang

doi:10.1111/sode.12361

Cited by 3 publications

(3 citation statements)

References 49 publications

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“…As previously noted, leadership research has predominantly engaged adult samples, but there are excellent examples of theory-based approaches to understanding early leadership (e.g., Day et al, 2014; Eva et al, 2021; Z. Liu et al, 2021; MacNeil, 2006; Murphy & Johnson, 2011; Popper & Mayseless, 2007; Zaccaro et al, 2018) and some emerging empirical work (e.g., Brummelman et al, 2021; Gottfried et al, 2011; Guerin et al, 2011; L. Liu et al, 2019; Z.…”

Section: Laying the Foundation For The Study Of Adolescent Leadershipmentioning

confidence: 99%

“…Liu et al, 2021; MacNeil, 2006; Murphy & Johnson, 2011; Popper & Mayseless, 2007; Zaccaro et al, 2018) and some emerging empirical work (e.g., Brummelman et al, 2021; Gottfried et al, 2011; Guerin et al, 2011; L. Liu et al, 2019; Z. Liu et al, 2019; Reitan & Stenberg, 2019; Waasdorp et al, 2013).…”

Section: Laying the Foundation For The Study Of Adolescent Leadershipmentioning

confidence: 99%

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Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence

Tackett¹,

Reardon

Fast

et al. 2022

Perspect Psychol Sci

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Leadership traits and behaviors are observed early in human development, and although an improved understanding of youth leadership would usefully inform many real-world contexts (e.g., education, parenting, policy), most empirical work on leadership has been limited to adult populations. The purpose of the current article is to add a developmental perspective to leadership research that has so far been absent. Here, we (a) highlight adolescence as a critical developmental period for leadership emergence and development, (b) argue that leadership among youths is poorly understood and critically understudied, (c) provide exemplars of synergy between research on leadership and adolescent development that are ripe for focused inquiry, and (d) underscore some of the positive consequences of accelerating empirical research on leadership in adolescence, including implications for a deeper understanding of leadership in adult working populations.

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Section: Laying the Foundation For The Study Of Adolescent Leadershipmentioning

confidence: 99%

Section: Laying the Foundation For The Study Of Adolescent Leadershipmentioning

confidence: 99%

Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence

Tackett¹,

Reardon

Fast

et al. 2022

Perspect Psychol Sci

View full text Add to dashboard Cite

show abstract

“…In China, the establishment of the student leader system aims to cultivate students' collective and obedience consciousness, and class leaders are responsible for helping the teacher maintain class order and reporting any misconduct or rule-breaking to the teacher, especially in the absence of the teacher (Zhu, 2021). Class leaders have power over ordinary students in the class and have higher status than other students (Liu et al, 2019). Due to the power imbalance and hierarchical relationship between student leaders and other students, the abuse of power frequently occurs, resulting in the tension between class leaders and other students.…”

Section: Individual Correlates and Bullying Victimizationmentioning

confidence: 99%

School Bullying Victimization and Associated Factors Among School-Aged Adolescents in China

Meng

Yang

Lin

et al. 2022

J Interpers Violence

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There has been a significant amount of research on correlates of bullying victimization, but most prior studies are descriptive and do not distinguish between different types of bullying. The current study used a case-control study design to explore factors related to different types of bullying victimization, including physical, relational, verbal, sexual, property, and poly-bullying victimization. This study was conducted in a southern city in China, including 3054 cases who self-reported being victims of school bullying and 3054 controls who reported not being involved in any school bullying in the past 12 months. Each victim case was matched with a control on gender, school, and grade level. Univariate logistic analyses and multivariate conditional logistic regression analyses were used to identify factors associated with being a victim of school bullying. Results suggest physical bullying victimization was only associated with a family-level characteristic (parenting style) while the other four types of bullying victimization (relational, verbal, sexual, and property bullying) and poly-bullying victimization were associated with multiple social domain variables at individual, family, and school levels. Findings from this study provide evidence of factors for different types of bullying victimization and have implications for potential measures to prevent bullying. Measures from multiple social domains, including individual, family and school (e.g., developing healthy behaviors, improving social skills, positive parent-child interactions, building trust between teachers and peers, and forming strong friendships), should be considered in order to effectively prevent adolescent victimization from bullying.

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Linking parent–child relationship to peer relationship based on the parent-peer relationship spillover theory: Evidence from China

Liu

et al. 2020

Children and Youth Services Review

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The association of caregivers’ and children’s characteristics with children’s social preference and being a class leader in China

Cited by 3 publications

References 49 publications

Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence

Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence

School Bullying Victimization and Associated Factors Among School-Aged Adolescents in China

Linking parent–child relationship to peer relationship based on the parent-peer relationship spillover theory: Evidence from China

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