The Waterloo longitudinal project: correlates and consequences of social withdrawal in childhood

Rubin, Kenneth H.; Both, Lilly E.; Wilkinson, Margaret

doi:10.1080/02103702.1990.10822258

Cited by 62 publications

(86 citation statements)

References 41 publications

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“…[10] identified 13.3% children as extremely shy with low self-esteem. These findings are almost similar to one finding by [14] who revealed that 14.4% children are shy. [1] found a prevalence of lifetime shyness in 13.3% from their studied population.…”

Section: Literature Reviewsupporting

confidence: 81%

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Masduki¹,

Zakaria

Ismail

2018

J. Phys.: Conf. Ser.

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Abstract. Shy children tend to have verbal communication problems and low self-esteem. However, the confidence and communication skills of these children could not be developed solely through classroom instructions. Ironically, the co-curricular program provides a good medium for communication activities that can improve their confidence and communication skills. Therefore, this study examined children's communication skills and communication activities during the co-curricular program at their school. The areas of study were the children's level of shyness, the implementation and the effectiveness of communication activities in the co-curricular program. The quantitative study adopted a non-experimental descriptive research design. The respondents were 357 Grade Six students from elementary schools in Segamat, Johor which was selected from a random sampling. Results showed that most children were having a medium level of shyness and the communication activities were moderately implemented in the co-curricular program at their schools. Almost all respondents viewed communication activities in the co-curricular program as very effective to reduce shyness, enhance their self-esteem and communication skills. Hence, communication skills of shy children can be enhanced through appropriate communication activities conducted during the co-curricular program. Children should be encouraged and trained to speak in public by participating in the debate, public speaking and theatre activities during the co-curricular to reduce their shyness.

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Section: Literature Reviewsupporting

confidence: 81%

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Masduki¹,

Zakaria

Ismail

2018

J. Phys.: Conf. Ser.

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“…Previous research has suggested that children with high levels of shy, withdrawn behaviors who are unable to regulate their emotions and appear anxious and cry easily are likely to be both reticent in participating in class or playing with others and excluded from positive peer experiences~Buhs & Ladd, 2001;Bukowski & Sippola, 2001;Rubin, 1993;Rubin, Coplan, Fox, & Calkins, 1995;Crick et al, 1999!. Children with emotional~or internalizing!…”

Section: • Emotional Problems and Social Competencementioning

confidence: 97%

Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization

Leadbeater

Hoglund

Woods

2003

Journal Community Psychology

105

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Ⅲ Whereas school-based prevention programs often target deficits in individual children T.S.] program) experienced in Grade 1 influences changes in children's reports of relational and physical victimization at the end of Grade 2. Findings showed that classroom levels of emotional problems predicted increases in relational victimization (beyond individual differences in emotional and behavioral problems). Classroom levels of behavioral problems predicted reports of increases in physical victimization

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“…Several authors have u nderlined the importance of taking into account the interactions between child personality and socialization influences (Eisenberg & Fabes, 1998;Kochanska, 1993;RadkeYarrow & Zahn-Waxler, 1986;Rubin, 1993). In line with this argument, we planned a design that forced us "... to think about the ways various predictors of prosocial responding interact in their potential influence..." (Eisenberg & Fabes, 1998, p. 756).…”

Section: Socialization Of Compassionate Behaviormentioning

confidence: 99%

The Socialization of Compassionate Behavior by Child Care Teachers

Kienbaum¹

2001

Early Education & Development

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Socialization of compassionate behavior 2The socialization of compassionate behavior by child care teachersThe present study examined how child care teachers` socialization practices and child characteristics jointly predict children`s sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children`s r eactions to distress simulations in two different situations were observed. The children`s inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children.Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children`s interpersonal functioning. Among the teacher variables, their ability to i nteract in a warm, affectionate way is of central importance for the development of emotional competence in children.

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The Waterloo longitudinal project: correlates and consequences of social withdrawal in childhood

Abstract: Abstract

Cited by 62 publications

References 41 publications

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

The Significant Effects of Communication Activities in the Co-Curricular Towards Reducing Shyness Amongst Elementary School Children

Changing contexts? The effects of a primary prevention program on classroom levels of peer relational and physical victimization

The Socialization of Compassionate Behavior by Child Care Teachers

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