Open-Mindedness - Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV)

Oct 15, 2026

Uploaded by Bulrr

Open-mindedness is examined as a key social and emotional skill dimension, grounded in the Big Five openness construct and defined through tolerance, curiosity, and creativity. Using OECD-based assessment data from Suzhou students aged 10 and 15, the study applies descriptive statistics, difference testing, and multiple regression to assess overall status, correlations with related sub-abilities, and group differences by age, gender, and urban-rural background. Regression analysis identifies influential background, individual, family, teacher, and school factors, and evaluates effects on academic and life outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Overall Status of Open Capacity

Correlation With Other Sub-abilities

Differences by Age, Gender, and Location

Influencing Factors of Openness

Open-Mindedness Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV) Zhifang Shao, Zhi Liu, Shuyu Yang, & Jingzhong Huang East China Normal University, Shanghai 200241, China AS one of the five dimensions of social and emotional ability, open mindedness is derived from the openness factor of the “Big Five Personality”, which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ openmindedness. This allows the study to provide reference for the accurate assessment of teenagers’ social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other subabilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), edu- © 2021 Insights Publisher. All rights reserved. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher. cational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis. The results are as follows: The Overall Status of Open Capacity From the scores of openness, Suzhou students’ self-evaluate openmindedness at a higher level, indicating that their confidence in themselves is higher than the international average. At the same time, the self-rating of students in the 10-year-old group is lower than that in the 15-year-old group. The same is true for parents’ and teachers’ ratings, which are themselves similar. In the distribution graphs of each sub-ability score of the two age groups, there is a small peak in the high end of the distribution graph of the 10-year-old group. The reason for this phenomenon may be that some elementary school students are susceptible to social expectations, leading them to be more likely to give what they think society may deem the “best” option. From the perspective of the correlation between open-mindedness and other sub-abilities and compared with the international sample, the Suzhou sample has a higher correlation between tolerance, curiosity, and creativity in its openness. Moreover, the correlation coefficients are all higher than 0.5. There are also higher correlation coefficients between open-mindedness’sub-abilities and the sub-abilities of other abilities. Among them, openmindedness has a higher correlation with task ability and collaboration ability. The correlation coe

FAQs

How is open-mindedness defined in this study?

It is treated as a social and emotional ability dimension derived from the openness factor of the Big Five Personality, emphasizing willingness to try and accept novel experiences.

What methods are used to analyze students’ open-mindedness?

The study uses descriptive statistics, difference testing, and regression analysis to describe performance and test relationships and group differences.

Which factors are analyzed for their influence on open-mindedness?

Background variables, individual factors, family upbringing, teacher factors, and school factors are included, with tolerance, curiosity, and creativity as outcomes.

Oct 15, 2026

Uploaded by Bulrr