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 50
- Downloads 0
The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province
The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three nationa...
The Impact of School Resource Investment on Student Performance: A Meta-analysis Based on Chinese Literature
Using meta-analysis, this study analyzes a total of 20 effects on 11 articles on the impact of Chinese school resource investment on student performance. We found that: 1) the overall impact of school resources on studen...
Patterns of Bullying Victimization among Adolescents in China: Based on a Latent Profile Analysis
This study was to explore potential patterns of bullying victimization among adolescents in China. By cluster sampling, Delaware Bullying Victimization Scale-Student (DBVS-S), Patient Health Questionnaire-9 (PHQ-9) and G...
Seeking Understanding and Cooperation in a World of Disputes: New Year Greetings from BECE
For most of us, the year of 2022 was not a desirable year. The COVID-19 epidemic was still affecting the lives of billions of people. The high transmissibility of the new strains and the concern over long COVID-19 made t...
Research on the Integration of STEM Education into the Rural Elementary School Science Curriculum: An Example from Rural Elementary Schools in Western China
Due to the limitation of social economic conditions, the teaching effect of science in rural elementary schools remains unsatisfactory and poorly studied. This research integrates STEM education into rural elementary sch...