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How Narrative Skills Associate With Peer Relations: An Empirical Study on Chinese Primary School Children
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Author(s): Yiyuan Wang (Xi'an Jiaotong-Liverpool University, China), Rong Yan (Xian-Jiaotong Liverpool University, China), Miao Li (University of Houston, USA), Meng Wu (Xi'an Jiaotong-Liverpool University, China)and Zihan Chen (University of Warwick, UK)
Copyright: 2024
Volume: 4
Issue: 1
Pages: 17
Source title:
International Journal of Public Sociology and Sociotherapy (IJPSS)
Editor(s)-in-Chief: Dieu Hack-Polay (University of Lincoln, United Kingdom)and Fahri Özsungur (Mersin University, Turkey)
DOI: 10.4018/IJPSS.343045
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Abstract
Narrative skills are essential for children's social development. However, existing research primarily focuses on narratives' impact on children's cognitive abilities, with limited attention given to the relationship between narrative skills and peer interactions. This study aims to explore how oral and written narrative skills are associated with peer relations from a social perspective. 166 Chinese primary school children were randomly assigned to tasks of oral and written narratives, as well as peer nominations. Results indicate that grade 5 students performed significantly better than grade 3 students in both written and oral narrative tasks. Moreover, the level of written narrative proficiency surpassed that of oral skills. Significant interactions were also found among grade level, gender, and narrative modes. Crucially, narrative skills exhibited positive correlations with peer nominations, with stronger correlations seen for written narratives. These findings have important implications for narrative research and language instruction.
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