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Uncertainty orientation in Chinese children: Relations with school and psychological adjustment

Capital Normal University, Beijing, Chinahwzy{at}263.net

Xinyin Chen

University of Western Ontario, Canada, xchen{at}uwo.ca

Richard Sorrentino

University of Western Ontario, Canada

Andrew C. H. Szeto

University of Western Ontario, Canada

The purpose of this study was to examine uncertainty orientation and its relations with school and psychological adjustment in Chinese children. A sample of elementary school children in P.R. China, aged 10 to 12 years, participated in the study. Data concerning uncertainty orientation, academic performance and socio-emotional adjustment were obtained from multiple sources including projective assessments, teacher ratings and self-reports. It was found that children in grade 6 had higher scores on uncertainty orientation than those in grades 4 and 5. Uncertainty orientation was positively associated with school-related competence, academic achievement and self-perceptions of competence, and negatively associated with learning problems and loneliness. The results suggest that uncertainty orientation is an adaptive characteristic in Chinese children.

Key Words: Chinese children • cultural context • social and psychological adjustment • uncertainty orientation

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