Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary

Zhu, Jingjing; Li, Yan; Wood, Katherine R.; Coplan, Robert J.; Chen, Xinyin

doi:10.1080/10409289.2019.1572481

Cited by 20 publications

(21 citation statements)

References 84 publications

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“…Zhu et al (2019) uniquely considered the moderating effects of receptive vocabulary on shyness and SED and found that shy children with high receptive vocabulary were less likely to suffer from internalizing problems and were more likely to be accepted by peers.…”

Section: Resultsmentioning

confidence: 99%

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Zhang

Lau

2021

Infant and Child Development

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Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's socialemotional development. This study examined the association between shyness and social-emotional development among Chinese children aged 3 to 12. A systematic search of both Chinese and international databases for relevant research between 1990 and 2020 yielded 23 studies (n = 9,009 children), which were systematically reviewed. Among them, 15 studies (n = 6,303 children) were included in the meta-analyses. Results from random-effects models indicated that shyness was positively associated with internalizing problems (r ¼ :21,p < :01), externalizing problems (r ¼ :14, p < :01), peer victimization (r ¼ :23, p < :05), and asocial behaviours (r ¼ :47,p < :05), and negatively associated with peer preference (r ¼ À:19, p < :01Þ and school social competence (for school-aged children r ¼ À:19,p < :01; for preschool children r ¼ À:22,p < :01) in the Chinese context. Further, analyses revealed that the relationship between shyness and social-emotional development was moderated by children's characteristics (e.g., gender, age, receptive vocabulary, and emotional competence), social relationship (e.g., teacher-child relationship and parent-child attachment), and situational context (e.g., interpersonal similarity). This study suggests that shyness generally exerts negative influences on Chinese children's social-emotional development, but the influences are unique

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Section: Resultsmentioning

confidence: 99%

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Zhang

Lau

2021

Infant and Child Development

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“…Relatively, another mechanism where individual and social–contextual factors may function to moderate the shyness-adjustment link is less explored. Existing studies in urban China have suggested that being academically competent and having the skills to effectively communicate with peers may be important protective factors for shy children (Yang et al, 2014 ; Zhu et al, 2019 ). To expand research in this area, we attempted to explore the moderating effects of children's conflict resolution skills on relations between shyness and adjustment problems.…”

Section: Moderating Role Of Conflict Resolution Skills On Relations Bmentioning

confidence: 99%

“…As this antecedent entails a biologically based behavioral tendency, shyness that emerges in early childhood is believed to be a relatively stable trait across developmental periods (Kagan et al, 1986 ). Despite less research has been conducted in young children as compared to adolescents, anxiety-charged shyness in early childhood has been shown to be a risk factor for a host of social, emotional, and school adjustment difficulties (e.g., Rubin et al, 2009 ; Hipson et al, 2019 ; Zhu et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Shyness and Adjustment in Early Childhood in Southeast China: The Moderating Role of Conflict Resolution Skills

Zhu

et al. 2021

Front. Psychol.

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The massive social change in urban China today has led to a decline in the adaptive implications of shyness for child adjustment, yet evidence of this trend in young children is limited. Moreover, the underlying mechanisms that help to explain the associations between shyness and maladjustment remains poorly understood. The primary goal of the present study was to explore the moderating role of conflict resolution skills in the links between shyness and socio-emotional and school adjustment among urban Chinese preschoolers. Data were collected from 360 children (44.4% girls, Mage = 4.72 years, SD = 0.63) in kindergartens using parent ratings, teacher ratings, and child interviews. The analyses indicated that the relations between shyness and adjustment were moderated by child conflict resolution skills, which served to buffer shy children from adjustment problems. The results were discussed in terms of the implications of conflict resolution skills for early adjustment of shy preschoolers in the Chinese context.

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“…For instance, it could be that other child or teacher characteristics, or specific features of the ECEC setting, may have contributed to enhancing the social behaviors and competencies of shy children or to the formation of closer relationships with their teacher. For instance, research has shown that high levels of receptive language skills may help shy children to more easily engage in positive peer play and to receive more acceptance from peers compared to shy children with less receptive language skills (Jahng, 2018;Zhu et al, 2019). Thus, more longitudinal studies with additional variables and measurement points are necessary to explicate these results further.…”

Section: The Role Of Teacher-child Closeness For Shy Children's Socia...mentioning

confidence: 99%

Exploring the Role of Teacher–Child Relationships in the Longitudinal Associations Between Childhood Shyness and Social Functioning at School: A Prospective Cohort Study

Baardstu

Coplan

Eliassen

et al. 2022

School Mental Health

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The goal of this study was to explore longitudinally the protective role of relationships with early childhood and education care (ECEC) teachers for shy children’s social functioning at age 5 and 8 years. Participants were N = 7343 children from the Norwegian Mother, Father and Child (MoBa) study, a prospective longitudinal cohort study in Norway. Measures included maternal rating of child shyness at age 18 months, 3 and 5 years, ECEC teacher ratings of teacher–child relationships and maternal ratings of child peer play behaviors at age 5 years, and teacher ratings of child social competence at age 8 years. We conducted latent moderated-mediation analyses within a SEM framework. Among the results, childhood shyness was negatively associated with social functioning. However, significant indirect and moderation effects were also found, with a pattern suggesting that early positive teacher–child relationships have a buffering influence on shy children’s risk for social difficulties.

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Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary

Cited by 20 publications

References 84 publications

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Shyness and Adjustment in Early Childhood in Southeast China: The Moderating Role of Conflict Resolution Skills

Exploring the Role of Teacher–Child Relationships in the Longitudinal Associations Between Childhood Shyness and Social Functioning at School: A Prospective Cohort Study

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