| Sumario: | A study investigated how early behavioral inhibition is related to social and school outcomes in Chinese children. Data on behavioral inhibition were obtained from a sample of 200 two-year-old children. Follow-up data on social behaviors, peer relationships, and school performance were obtained from various sources at age seven. Findings revealed that behavioral inhibition is positively linked to cooperative behavior, peer liking, perceived social integration, positive school attitudes, and school competence, and negatively linked to later learning problems. Findings indicated that toddlers who were highly inhibited were generally better adjusted than others in social and school areas in middle childhood. Findings suggested the unique functional meaning of behavioral inhibition in Chinese children from a developmental viewpoint. Findings are discussed in detail.
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