Mediators of the relationships between shyness and school achievement and fluid intelligence in school-age children

Shyness and academic procrastination among Chinese adolescents: a moderated mediation model of self-regulation and self-focused attention

“…On the one hand, shyness negatively predicted adolescent self-regulation, with higher levels of shyness associated with poorer self-regulation. From a cognitive perspective, shy adolescents exhibited lower self-efficacy ( Nikel et al, 2022 ), making it challenging to clarify academic goals and formulate effective plans. On the emotional front, shy adolescents experienced more negative emotions, posing greater challenges in emotional management and making it difficult to regulate emotions for concentration.…”

“…Empirical studies have indicated that shy individuals were more prone to experiencing academic challenges, exhibiting lower academic engagement, and achieving suboptimal performance in academic tasks ( Hughes and Coplan, 2010 ; Nikel et al, 2022 ) – characteristics that align closely with academic procrastination. Based on the above analysis, this study posited that shyness can positively predict academic procrastination among adolescents (Hypothesis 1).…”

“…Shy adolescents tended to employ self-protective strategies, such as avoiding social interactions or relying on safety behaviors ( Hassan et al, 2021 ). These strategies may consume significant cognitive and emotional resources, disrupting self-efficacy regarding academic tasks ( Nikel et al, 2022 ). This interference exacerbated difficulties in task planning, time management, emotional regulation, and sustaining attention, thereby reducing individual self-regulation abilities ( Leigh et al, 2021 ).…”