Patterns of shyness in East-Asian and European-heritage students

Paulhus, Delroy L.; Duncan, Jacqueline H; Yik, Michelle

doi:10.1016/s0092-6566(02)00005-3

Cited by 54 publications

(31 citation statements)

References 51 publications

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“…This phenomenon is consistent with numerous observations regarding communication styles and interaction patterns in multiethnic school or work settings (Kirchmeyer, 1993;Kirchmeyer & Cohen, 1992;Paulhus, Duncan, & Yik, 2002). These behavioral patterns are commonly attributed to cultural differences (Becker, 1986;Kao & Gansneder, 1995;Kim, 2002;Kirchmeyer, 1993;Sue & Kirk, 1972;Takeuchi, 1975).…”

Section: San Diego State Universitysupporting

confidence: 88%

Silent or Talking in the Classroom: Implicit Self-Stereotyping Among Asian and White Students

Devos

Yokoyama

2014

Basic and Applied Social Psychology

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Section: San Diego State Universitysupporting

confidence: 88%

Silent or Talking in the Classroom: Implicit Self-Stereotyping Among Asian and White Students

Devos

Yokoyama

2014

Basic and Applied Social Psychology

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“…Most of the available empirical studies investigated differences between Western and East Asian scholars, in issues such as achievement motivation (Hau and Ho 2008), self-concept (Markus and Kitayama 1991), verbalization (Kim 2002(Kim , 2008, classroom participation (Paulhus et al 2002;Van Petegem et al 2007), learning strategies (Kember 2000;Matthews et al 2007; Kingston and Forland 2008;Helmke and Tuyet 1999;Joy and Kolb 2009) and thinking patterns (Nisbett et al 2001).…”

Section: Learning and Classroom Interaction: Socratic Versus Confuciamentioning

confidence: 99%

Challenge me! Communicating in multicultural classrooms

et al. 2011

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The current study investigated the value of Socratic classroom communication (e.g., critical debate and challenging each other on content matters) among students from various cultures (clustered into Western Europeans, Eastern Europeans and Non-Europeans) and from members of faculty at an international university in Germany. Students from Western cultures where Socratic communication had been valued in the school systems reported a greater ease of engaging in the respective communication style than did Eastern European and Non-European students. Furthermore, we assessed how strongly the faculty valued the respective kinds of behavior. The results show that overall students underestimated the extent to which Socratic communication behavior was esteemed by members of faculty. In addition, faculty members perceived themselves to be more explicit about their pedagogical principles than they were perceived by students. Finally, the easier it was for students to show Socratic classroom communication, the more academically satisfied they were and the better their grades. The results are discussed with regard to practical implications and the internationalization of universities.

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“…Although cross-cultural studies have shown that anxiety in social situations is common to all humans (Mesquita & Frijda, 1992;Zimbardo, 1977), there are inconsistent findings on the prevalence of shyness and characteristics expressed across cultures. Although some studies showed that Asian populations report significantly more shyness and apprehension of communication than do Western populations (Paulhus, Duncan, & Yik, 2002;Sakuragi, 2004;Zimbardo, 1977), others showed no such differences regarding social anxiety (Okazaki, Liu, Longworth, & Minn, 2002). The differences in the prevalence of shyness across cultures have been attributed to the differences in social behavior.…”

Section: Shyness Has Been An Issue Of Great Interest In Psychology Formentioning

confidence: 99%

Shyness and Cognitions: An Examination of Turkish University Students

Koydemir

Demir

2008

The Journal of Psychology

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The authors aimed to examine the relation between shyness and dysfunctional relationship beliefs and to extend findings of previous studies to understand the role of fear of negative evaluation and self-esteem in shyness. Participants were 415 Turkish undergraduate students at Middle East Technical University. The participants completed Turkish versions of the J. M. Cheek and A. H. Buss (1981) Shyness Scale, the Interpersonal Cognitive Distortions Scale (Z. Hamamci & S. Büyükoztürk, 2004) the Brief Fear of Negative Evaluation Scale (M. R. Leary, 1983), and the M. Rosenberg (1965) Self-Esteem Scale. Bivariate correlations showed that shyness had a significant positive correlation with unrealistic relationship expectations and interpersonal rejection. Fear of negative evaluation and self-esteem also had significant relations to shyness. A stepwise regression analysis indicated that fear of negative evaluation, self-esteem, and interpersonal rejection were significant predictors of shyness, and self-esteem was the best predictor. These results provided evidence of the role of distorted relationship beliefs, approval concerns, and self-evaluations in shyness for Turkish university students. The authors discuss the findings in terms of relevant literature and cultural issues.

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Patterns of shyness in East-Asian and European-heritage students

Cited by 54 publications

References 51 publications

Silent or Talking in the Classroom: Implicit Self-Stereotyping Among Asian and White Students

Silent or Talking in the Classroom: Implicit Self-Stereotyping Among Asian and White Students

Challenge me! Communicating in multicultural classrooms

Shyness and Cognitions: An Examination of Turkish University Students

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