Open-Mindedness: Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV)
Journal Title: Best Evidence in Chinese Education - Year 2021, Vol 9, Issue 1
Abstract
As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the "Big Five Personality", which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis.
Authors and Affiliations
Zhifang Shao,Zhi Liu, Shuyu Yang, Jingzhong Huang
Keywords
Related Articles
- EP ID EP712568
- DOI https://doi.org/10.15354/bece.21.rp034
- Views 76
- Downloads 0
Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II)
Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and...
Universities and Innovation Potential of the City: A Quasi-Experimental Study of Newly Built Campuses of Colleges and Universities in China
Colleges and universities have been playing an increasingly important role in regional innovation-driven development. Based on panel data (1999-2016) of 287 cities in China, this study conducted an empirical analysis of...
The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data
Based on data from the China Education Panel Survey (CEPS), this study conducted an empirical analysis of the effect of parent educational expectations on the competence development of rural left-behind children and the...
COVID-19 versus Education: Who Will Win?
The COVID-19 pandemic is still raging around the world, but now all schools in China have reopened. With the advent of autumn, the number of global COVID-19 infections may once again set new records. This means that the...
Substitution or Complementation: The Relationship between School Education and Shadow Education
In order to explore the relationship between school education and shadow education, this study applied two-level Bernoulli Model to estimate the school-level determinants of private tutoring by analyzing the data of PISA...