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Across all cultures, parents have intuitive ideas ("ethnotheories") of what undesirable child characteristics are as well as how to explain them. Yet there have been relatively few cross-cultural comparisons of parents' ethnotheories about the nature and causes of child misbehavior. 108 mothers of 5-year-old children from the United States (N = 52; M[subscript age] = 5.26, SD = 0.07) and mainland China (N = 56; M[subscript age] = 5.31, SD = 0.20) were recruited to participate in a semi-structured interview that allowed parents to generate open-ended responses in relation to the nature and causes of children's misbehavior. Parents were asked to describe the behaviors they would least like to see in their children, before providing causal attributions to a series of hypothetical vignettes depicting a range of externalizing-type child behaviors. Parents' responses were coded based on common themes. Across both cultures, mothers endorsed social insensitivity as the most undesirable child characteristic. With regard to cross-cultural differences, mothers from the US highlighted aggressive and disruptive behaviors as the most salient child misbehaviors, whereas parents from mainland China emphasized cognitive and motivational difficulties. Regarding causes of child misbehaviors, American mothers were more likely than Chinese mothers to report momentary internal states as the primary causes of child misbehavior, followed by immature development. Conversely, Chinese parents attributed child misbehavior primarily to social influences, followed by temperament. Our results provide a significant contribution to our understanding on how parents across cultures define and explain misbehaviors in young children.

This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls. (Contains 6 tables and 3 figures.)

This paper takes a cross-cultural perspective to link a study on creativity development in engineering education in a Problem-Based Learning (PBL) in Denmark and its implications for fostering creative engineers in China. The analysis of empirical data, drawn from a Ph.D. study (2008-2012), aims to answer the two research questions: (1) what are the advantages and disadvantages of PBL in fostering creative engineering students in the Danish context? and (2) what are the cross-cultural implications of fostering creativity in engineering education by PBL in Denmark for China? The results suggest that in the Danish context, PBL is helpful for creativity development by stimulating motivation, developing skills such as communication, critical thinking, leadership, etc. But disadvantages exist, such as students having poor conceptualization of creativity and poor confidence in being creative. This has an implication in China: PBL requires that the relationships between teachers and students and between students needs to be reconstructed. To break the Chinese culture's barriers to creativity is the key to reconstructing these relationships. [ABSTRACT FROM AUTHOR]

Film was originally invented for entertainment, but it is successfully used as an active educational mediation in China. Seeing film was arranged as a regular course like math and language, and included in regular school programs. It becomes Film Course. This article introduces the fact of film course experiment in China, how films are selected and arranged, how to use film course to improve students' school achievement, as well as develop holistically. It turns out that film course is an effective way of attracting students back to school and enhancing their learning enthusiasm. [ABSTRACT FROM AUTHOR]

We examined relationships between ethical leadership and leaders' personality dimensions using the Ethical Leadership Scale (Brown, Treviño, & Harrison, 2005) and the NEO Five-Factor Inventory: Form S (Costa & McCrae, 1996; McCrae & Costa, 1987). We obtained data from subordinate-supervisor dyads from 59 community healthcare centers located in a city in northern China. Results of regression analysis revealed that neuroticism was negatively (β = -.29, p < .05), and extraversion (β = .27, p < .05), agreeableness (β = .40, p < .01), and conscientiousness (β = .40, p < .01) positively, related to ethical leadership, when leaders' demographics were controlled for. Implications for future investigations of ethical leadership and for management practice are discussed. [ABSTRACT FROM AUTHOR]

The personality predictors of posttraumatic stress disorder in orphan survivors after the 2008 Sichuan earthquake in China were investigated. Half a year after the earthquake, 196 preearthquake and 116 postearthquake orphans who survived were recruited. All participants completed the Eysenck Personality Questionnaire for Children (Gong, 1984) and Children's Revised Impact of Event Scale (Smith, Perrin, Dyregrov, & Yule, 2003). The regression analysis showed that the Neuroticism score was the strongest predictor of the severity of PTSD symptoms for both pre- and postearthquake orphans. For the preearthquake orphans, the Extraversion trait predicted Arousal negatively, and the Lie trait predicted Intrusion and Arousal positively. However, for the postearthquake orphans, only the Extraversion trait predicted Avoidance positively. [ABSTRACT FROM AUTHOR]