Measurement invariance and country difference in children's social skills development: Evidence from Japanese and Chinese samples

Intention to consume news via personal social media network and political trust among young people: The evidence from Hong Kong

Introduction

Assessing the effect of different media sources on political trust provides an overall picture of the role of the current media landscape in influencing the legitimacy of political institutions.

Methods

A cross-lagged model was developed and tested by applying it to a three-wave dataset obtained by surveying young people in Hong Kong in order to evaluate the unique impact of intention to consume news via personal social media network on political trust.

Results

After controlling for the impact of other news channels and respondents' prior political interest, we found their political trust was most significantly affected by information intentionally obtained from friends and family through their personal social media network.

Discussion

Media exhibits a relatively weak effect on political trust, which is primarily influenced by selection, indicating that policymakers do not have to be concerned with online exchange of information that is critical of the government. Moreover, this evidence from Hong Kong suggests that, when it comes to developing political trust throughout the society, conflicts resulting from opposing views are better than ignorance.

Preschool children's negative affect and social skills in China: The moderating effect of the teacher-child relationship

Negative affect is an important temperament in children, influencing their social skills. However, the evidence for this association in preschool children is limited. Moreover, the underlying mechanisms that explain the relationship between preschool children's negative affect and social skills remain less understood. Thus, the primary goal of this study was to examine the moderating role of the teacher-child relationship in the associations between negative affect and social skills of Chinese preschoolers. A sample of 198 preschool children (M age = 58.64 ± 3.83 months, 53% boys), recruited from 13 classes in two public kindergartens in Shanghai, China, participated in this 1-year longitudinal study. The mothers reported children's negative affect, while the teachers reported children's social skills and the teacher-child relationship. Results of a series of moderating effect analyses showed that (1) T1 negative affect could significantly negatively predict T2 social skills (cooperation, self-control, and assertion), and (2) the associations between negative affect and social skills were moderated by the teacher-child relationship (including teacher-child closeness and conflict). Specifically, a high level of teacher-child closeness buffered the prediction of negative affect on social skills, while a high level of teacher-child conflict aggravated the said prediction. The findings highlight the importance of the teacher-child relationship in the development of children's social skills during preschool age when they have a high level of negative affect. This has important implications for the development of interventions to improve teacher-child relationships and children's social skills.