Relationships between self-reflection ability and social adjustment among mono and bilingual children

Authors

  • Grete Arro

DOI:

https://doi.org/10.12697/eha.2014.2.1.07

Keywords:

self-reflection ability, bilingualism, social and psychological adjustment

Abstract

Üks võrdlemisi vähe koolis tähelepanu saanud tegur, mis tõenäoliselt on seotud psühhosotsiaalse toimetulekuga, seostub lapsele kättesaadavate keeleliste vahenditega, sealhulgas võimega mitmekesiseid sotsiaalseid situatsioone ja iseend nendes paindlikult reflekteerida. Enesepeegeldus- ja eneseanalüüsioskus on uuringute põhjal seotud paremate suhete ja subjektiivse heaoluga. Iseäranis suurt huvi võiks see omadus pakkuda mitmekeelsuse kontekstis ehk laste puhul, kes on sotsialiseeritud korraga mitmesse keelekeskkonda ning peavad sotsiaalses kontekstis end sageli võõrkeeles väljendama. On leitud, et mitmekeelsetel õpilastel esineb sotsiaalse ja akadeemilise kohanemisega seotud arengulisi erinevusi võrreldes nende laste rühmadega, kes õpivad oma emakeeles. Sealjuures avaldab mitmekeelsus lapse toimetulekule kahetist mõju: mõnedes uurimustes on mitmekeelsetel täheldatud vähem probleemkäitumisi ning kiiremat kognitiivset ja lingvistilist arengut, kuid ka suuremat akadeemilise mahajäämuse riskirühma sattumise tõenäosust ning akulturatsiooniprobleeme. Negatiivsed tulemid võivad olla muu hulgas seotud eneserefleksioonivõime teistsuguse arenguga mitmekeelses kontekstis. Siinses uurimuses leiti, et enesepeegeldusoskus on erinevate kognitiivsete võimetega seotud omadus ning parema enesepeegeldusvõimega lastel on paremad sotsiaalse ja psühholoogilise heaolu näitajad. Samuti ilmnes, et mitme- ja ühekeelsete laste enesepeegeldusvõime areng on erinev, ent erinevus vanuse kasvades kaob. Indiviiditasandi analüüsid osutasid, et enesepeegeldusvõime näib olevat mitme- ja ühekeelsete laste rühmades kohanemisega erinevalt seotud.

PDF Summary

Downloads

Download data is not yet available.

References

Ablow, J. C., & Measelle, J. R. (1993). Berkeley Puppet Interview: Administration and scoring system manuals. Berkeley, CA: University of California.

Arro, G. (2010). Children’s self-reflection and personality and their relationships with cognitive ability and academic success. In A. Toomela (Ed.), Systemic person-oriented study of child development in early primary school (pp. 225–245). Switzerland: Peter Lang.

Ayduk, O., Rodriguez, M. L., Mischel, W., Shoda, Y., & Wright, J. (2007).Verbal intel- ligence and self-regulatory competencies: Joint predictors of boys’ aggression. Journal of Research in Personality, 41(2), 374–388. http://dx.doi.org/10.1016/j.jrp.2006.04.008

Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34(4), 645–664. http://dx.doi.org/10.1016/S0191-8869(02)00051-X

Beck, J. S. (1995). Cognitive therapy: Basics and beyond. New York: The Guilford Press.

Bergman, L. R., ja El-Khouri, B. M. (2002). SLEIPNER: A statistical package for pattern-oriented analyses (Version 2.1). Stockholm: Stockholm University. Retrived from http://w3.psychology.su.se/sleipner/.

Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67–73. http://dx.doi.org/10.1016/j.cognition.2011.08.003

Costa, P. T., & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.

Creed, A. T., & Funder, D. C. (1998). The two faces of private self-consciousness: Self report, peer-report, and behavioral correlates. European Journal of Person- ality, 12(6), 411–431. http://dx.doi.org/10.1002/(SICI)1099-0984(199811/12) 12:6<411::AID-PER317>3.0.CO;2-C

Cummins, J. (1986). Second language, first system. PsycCRITIQUES, 31(2), 132. http://dx.doi.org/10.1037/024515

De Fruyt, F., Mervielde, I., Hoekstra, H. A., & Rolland, J-P. (2000). Assessing adoles- cents’ personality with the NEO PI-R. Assessment, 7(4), 329–345. http://dx.doi.org/10.1177/107319110000700403

De Fruyt, F., Mervielde I., & van Leeuwan, K. (2002). The consistency of personality type classification across samples and five-factor measures. European Journal of Personality, 16(S1), S57–72. http://dx.doi.org/10.1002/per.444

De Fruyt, F., & Vollarth, M. (2003). Inter-parent agreement on higher and lower level traits in two countries: Effects of parent and child gender. Personality and Individual Differences, 35(2), 289–301. http://dx.doi.org/10.1016/S0191-8869(02)00189-7

Dubiner, D. (2010). The impact of incipient trilinguality on the socio-affective deve- lopment of Jewish elementary school children in Israel. Journal of Multilingual and Multicultural Development, 31(1), 1–12. http://dx.doi.org/10.1080/01434630903367215

Dunlop, W. L., Walker, L. J., & Wiens, T. K. (2013). What do we know when we know a person across contexts? Examining self-concept differentiation at the three levels of personality. Journal of Personality, 81(4), 376–389. http://dx.doi.org/10.1111/jopy.12018

Eysenck, H. J., & Eysenck, S. B. G. (1975). Manual of the Eysenck personality question- naire. London: Hodder & Stoughton Educational.

Gross, J. J., & John, O. P. (2004). Healthy and unhealthy emotion regulation: Person- ality processes, individual differences, and life span development. Journal of Per- sonality, 72(6), 1301–1333. http://dx.doi.org/10.1111/j.1467-6494.2004.00298.x

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911. http://dx.doi.org/10.1037/0003-066X.34.10.906

Fujita, K., Trope, Y., Liberman, N., & Levin-Sagi, M. (2006). Construal levels and self- control. Journal of Personality and Social Psychology, 90(3), 351–367. http://dx.doi.org/10.1037/0022-3514.90.3.351

Harrington, R., & Loffredo, D. A. (2011). Insight, rumination, and self-reflection as predictors of well-being. Journal of Psychology, 145(1), 39–57. http://dx.doi.org/10.1080/00223980.2010.528072

Harter, S. (2006). Developmental and individual difference perspectives on self- esteem. In D. K. Mroczek & T. D. Little (Eds.), Handbook of personality develop- ment (pp. 311–334). Mahwah: Lawrence Erlbaum Associates Publishers.

Kangro, E-M. (2011). Manifestation of impulsive behaviour: The role of contextual demands and reflective competence (Doctoral dissertation). Tallinn: Tallinn University.

Kingree, J. B., & Ruback, R. B. (1996). Reconceptualizing the private self-conscious- ness subscale. Social Behavior & Personality, 24(1), 1–7. http://dx.doi.org/10.2224/sbp.1996.24.1.1

Konaka, K. (1997). The relationship between degree of bilingualism and gender to divergent thinking ability among native Japanese-speaking children in the New York area. Dissertation Abstracts International Section A: Humanities and Social Sciences, 58(1).

Luria, A. R. (1981). Language and cognition. Washington: Winston & Sons.

Lynn, R., Allik, J., Pullmann, H., & Laidra, K. (2002). A study of intelligence in Esto- nia. Psychological Reports, 91(3), 1022–1026. http://dx.doi.org/10.2466/pr0.2002.91.3.1022

Martin, D., & Stuart-Smith, J. (1998). Exploring bilingual children’s perceptions of being bilingual and biliterate: Implications for educational provision. British Jour- nal of Sociology of Education, 19(2), 237–254. http://dx.doi.org/10.1080/ 0142569980190206

Maurer-Hetto, M-P. (2009). Struggling with the languages of the „legitimate market” and the „islets of liberty” (Bourdieu). A case study of pupils with immigrational background in the trilingual school-system of Luxembourg. International Journal of Multilingualism, 6(1), 68–84. http://dx.doi.org/10.1080/14790710802541994

Measelle, J. R., John, O. P., Ablow, J. C., Cowan, P. A., & Cowan, C. P. (2005). Can children provide coherent, stable, and valid self-reports on the Big Five dimen- sions? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89(1), 90–106. http://dx.doi.org/10.1037/0022-3514.89.1.90

Mervielde, I., & De Fruyt, F. (1999). Construction of the Hierachical Personality Inventory for Children (HiPIC). In I. Mervielde, I. Deary, F. De Fruyt, & F. Osten- dorf (Eds.), Personality psychology in Europe. Proceedings of the Eighth European Conference on Personality Psychology (pp. 107–127). Tilburg, Netherlands: Tilburg University Press.

Männamaa, M., Kikas, E., & Raidvee, A. (2008). The effect of testing condition on word guessing in elementary school children. Journal of Psychoeducational Assess- ment, 26(1), 16–26. http://dx.doi.org/10.1177/0734282907300776

Pullmann, H., & Allik, J. (2000). The Rosenberg self-esteem scale: Its dimensionality, stability and personality correlates in Estonian. Personality and Individual Differences, 28(4), 701–715. http://dx.doi.org/10.1016/S0191-8869(99)00132-4

Rothen, S., Vandeleur, C. L., Lustenberger, Y., Jeanprêtre, N., Ayer, E., Fornerod, D., ... Preisig, M. (2008). Research report: Personality traits in children of parents with unipolar and bipolar mood disorders. Journal of Affective Disorders, 113(1–2), 133–141.

Sauter, F. M., Heyne, D., Blöte, A. W., van Widenfelt, B. M., & Westenberg, P. M. (2010). Assessing therapy-relevant cognitive capacities in young people: Deve- lopment and psychometric evaluation of the self-reflection and insight scale for youth. Behavioural and Cognitive Psychotherapy, 38(3), 303–317. http://dx.doi.org/10.1017/S1352465810000020

Toomela, A. (2003). Relationships between personality structure, structure of word meaning, and cognitive ability: A study of cultural mechanisms of personality. Journal of Personality and Social Psychology, 85(4), 723–735. http://dx.doi.org/10.1037/0022-3514.85.4.723

Toomela, A. (2007). Culture of science: Strange history of the methodological think- ing in psychology. Integrative Psychological and Behavioral Sciences, 41(1), 6–20. http://dx.doi.org/10.1007/s12124-007-9004-0

Trapnell, P. D., & Campbell, J. D. (1999). Private self-consciousness and the Five- Factor Model of personality: Distinguishing rumination from reflection. Journal of Personality and Social Psychology, 76(2), 284–304. http://dx.doi.org/10.1037/0022-3514.76.2.284

Vaage, A. B., Tingvold, L., Hauff, E., Ta, T. V., Wentzel-Larsen, T., Clench-Aas, J., & Thomsen, P. H. (2009). Better mental health in children of Vietnamese refugees compared with their Norwegian peers – a matter of cultural difference? Child and Adolescent Psychiatry and Mental Health, 3(1), 34. http://dx.doi.org/10.1186/1753-2000-3-34

Van der Stel, M., & Veenman, M. V. J. (2013). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental pers- pective. European Journal of Psychology of Education, 29(1), 117–137. http://dx.doi.org/10.1007/s10212-013-0190-5

Vabariigi Valitsus (2002). Põhikooli ja gümnaasiumi riiklik õppekava. Riigi Teataja I 2002, 20, 116. Külastatud aadressil https://www.riigiteataja.ee/ert/act.jsp?id=802290.

Vuorenkoski, L., Kuure, O., Moilanen, I., Penninkilampi, V., & Myhrman, A. (2000). Bilingualism, school achievement, and mental wellbeing: A follow-up study of return migrant children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 261–266. http://dx.doi.org/10.1111/1469-7610.00607

Vygotskij, L. S. (2002). Denken und Sprechen. Weinheim und Basel: Beltz Verlag.

Wen-Jui, H., & Chien-Chung, H. (2010). The forgotten treasure: Bilingualism and Asian children’s emotional and behavioral health. American Journal of Public Health, 100(5), 831–838. http://dx.doi.org/10.2105/AJPH.2009.174219

Yow, W. Q., & Markman, E. M. (2011). Young bilingual children’s heightened sensitiv- ity to referential cues. Journal of Cognition and Development, 12(1), 12–31. http://dx.doi.org/10.1080/15248372.2011.539524

Published

2014-05-01

How to Cite

Arro, G. (2014). Relationships between self-reflection ability and social adjustment among mono and bilingual children. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(1), 162–185. https://doi.org/10.12697/eha.2014.2.1.07

Issue

Section

Articles

Most read articles by the same author(s)