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Xinyin Chen
Researcher at University of Pennsylvania
Publications - 180
Citations - 10506
Xinyin Chen is an academic researcher from University of Pennsylvania. The author has contributed to research in topics: Shyness & Social competence. The author has an hindex of 51, co-authored 160 publications receiving 9195 citations. Previous affiliations of Xinyin Chen include University of Western Ontario & University of Waterloo.
Papers
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Journal ArticleDOI
Children's Social Competence in Cultural Context
Xinyin Chen,Doran C. French +1 more
TL;DR: Research on children's social functioning and peer relationships in different cultures from an integrative contextual-developmental perspective and the implications of the macro-level social and cultural changes that are happening in many societies for socialization and development of social competence are reviewed.
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Child-rearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A cross-cultural study.
TL;DR: The results indicated different adaptational meanings of behavioral inhibition across cultures; Chinese toddlers were significantly more inhibited than their Canadian counterparts.
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Authoritative and Authoritarian Parenting Practices and Social and School Performance in Chinese Children
Xinyin Chen,Qi Dong,Hong Zhou +2 more
TL;DR: This paper examined the relation between authoritative and authoritarian parenting styles and social and school adjustment in Chinese children, using a sample of second grade children from a Chinese public school in the US and Hong Kong.
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Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: a longitudinal study.
Xinyin Chen,Mowei Liu,Dan Li +2 more
TL;DR: Wang et al. as mentioned in this paper found that maternal warmth had significant contributions to the prediction of emotional adjustment, whereas paternal warmth significantly predicted later social and school achievement, but not maternal, indulgence significantly predicted children's adjustment difficulties.
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Social functioning and adjustment in Chinese children: the imprint of historical time.
TL;DR: The results indicate that sociability-cooperation was associated with peer acceptance and teacher-rated competence, whereas aggression wasassociated with social and school difficulties in all 3 cohorts of elementary school children in China.