Being Shy at School

In our commentary on “Bashful boys and coy girls: A review of gender differences in childhood shyness” by Doey et al. (2013) we provide an analysis of limitations to the study of shyness in children as well as future avenues of research that may be fruitful for better understanding implications of shyness in school. Our focus is primarily on shyness in the classroom context, but we first discuss persistent difficulties in the measurement of shyness in childhood. Like Doey et al., our commentary reflects research in samples from the United States and Canada, unless otherwise noted. We then delve into potential school-related moderators of relations between shyness and children’s academic and social success, such as language skills and self-regulation, which are also associated with gender. To extend work summarized in Doey et al. (2013) regarding gender differences in teachers’ perceptions of shy students, we report on a new analysis of a longitudinal data set to examine gender as a moderator between children’s shyness in preschool and teacher-child relationships in early elementary grades. We conclude with a brief description of research on classroom support as a buffer for shy boys and girls

Social withdrawal in Russian youth: using the Extended Class Play to examine socio-emotional and academic adjustment

This study explored the socio-emotional characteristics and school adjustment of shy/socially withdrawn youth and examined the properties of the Extended Class Play (ECP), a common peer measure of shyness/withdrawal and other social behavior with Russian early adolescents (n =106; mean age 12.5). Associations between the ECP scores and teacher- and self-reports of adjustment (e.g. internalizing problems) provided evidence-supporting use of the ECP with Russian adolescents. Similar to North American studies, results also indicated that shy/socially withdrawn Russian youth tended to be more excluded, report greater internalizing problems and were also more asocial than a comparison group. No differences were found between shy/socially withdrawn and non-withdrawn adolescents in victimization/exclusion and academic performance. The discussion emphasizes the need for further examination of potential role of teacher-directed social interactions and classroom norms across the cultural contexts

Social withdrawal in Russian youth: using the Extended Class Play to examine socio-emotional and academic adjustment

This study explored the socio-emotional characteristics and school adjustment of shy/socially withdrawn youth and examined the properties of the Extended Class Play (ECP), a common peer measure of shyness/withdrawal and other social behavior with Russian early adolescents (n =106; mean age 12.5). Associations between the ECP scores and teacher- and self-reports of adjustment (e.g. internalizing problems) provided evidence-supporting use of the ECP with Russian adolescents. Similar to North American studies, results also indicated that shy/socially withdrawn Russian youth tended to be more excluded, report greater internalizing problems and were also more asocial than a comparison group. No differences were found between shy/socially withdrawn and non-withdrawn adolescents in victimization/exclusion and academic performance. The discussion emphasizes the need for further examination of potential role of teacher-directed social interactions and classroom norms across the cultural contexts

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Shyness and engagement: Contributions of peer rejection and teacher sensitivity

This study tested a longitudinal model of mediated moderation for the role of temperament and shyness in the development of young children’s (n = 960, aged 54 mos. to 1st grade [SD = 1.08 at 54 mos.]) peer relationships at school and linkages to subsequent academic engagement. Teacher sensitivity was examined as a parallel predictor of peer relationship effects and subsequent engagement, and we examined whether or not adverse effects of shyness on peer relationships and adjustment were stronger in classrooms where teachers displayed lower sensitivity. Findings indicated that peer rejection mediated the association between children’s shyness at preschool age and engagement in first grade and that teacher sensitivity, although not directly related to peer rejection, was positively related to engagement. Finally, teacher sensitivity moderated the association between shyness, peer rejection, and classroom engagement. Results suggested that teacher sensitivity plays a role in linkages between shyness and peer rejection. Teacher sensitivity may moderate effects on engagement and function as an important aspect of supportive contexts for shy children

Shyness and engagement: Contributions of peer rejection and teacher sensitivity

This study tested a longitudinal model of mediated moderation for the role of temperament and shyness in the development of young children’s (n = 960, aged 54 mos. to 1st grade [SD = 1.08 at 54 mos.]) peer relationships at school and linkages to subsequent academic engagement. Teacher sensitivity was examined as a parallel predictor of peer relationship effects and subsequent engagement, and we examined whether or not adverse effects of shyness on peer relationships and adjustment were stronger in classrooms where teachers displayed lower sensitivity. Findings indicated that peer rejection mediated the association between children’s shyness at preschool age and engagement in first grade and that teacher sensitivity, although not directly related to peer rejection, was positively related to engagement. Finally, teacher sensitivity moderated the association between shyness, peer rejection, and classroom engagement. Results suggested that teacher sensitivity plays a role in linkages between shyness and peer rejection. Teacher sensitivity may moderate effects on engagement and function as an important aspect of supportive contexts for shy children

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Children’s learning and development are directly and indirectly influenced by teachers’ beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers’ attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were more likely to show warmth to shy children, but believed they would be less academically successful. Participants at the end of the program reported higher self-efficacy and more warmth toward all children compared to those beginning the program. Results are discussed in terms of their educational implications

TRAJECTORIES OF ANXIOUS WITHDRAWAL IN EARLY CHILDHOOD

The purpose of this study was to examine the developmental trajectory of anxious withdrawal in a group of 3-year old children in transition to kindergarten. This study also examined the role of high quality classroom environments for children, and the role of multiple risk factors for parents on development of children’s anxious withdrawal. The current sample consisted of 1938 3-year old children (49% female) followed across four time points (Fall 2009, Spring 2010, Spring 2011, and Spring 2012) as a part of the Head Start Family and Child Experiences Survey (FACES 2009), 20% of the children were White, non-Hispanic, 35% were African-American, 36% were Hispanic/Latino, and the remaining 8% comprised of American Indian, Asian, and Multiracial. Longitudinal analyses with multilevel modelling (MLM) were employed to explore the developmental trajectory of anxious withdrawal, and associations between classroom quality and socio-economic risk factors for parents on anxious withdrawn behavior in children. Findings indicated that anxious withdrawn behavior decreased over time when children were in Head Start, and then increased after children transitioned to kindergarten. The effects of either classroom quality or socio-economic risk factors for parents were not significant. Examination of potential gender effects indicated that teachers’ ratings of boys’ anxious withdrawal were higher at the beginning of Head Start compared to levels reported for girls. Results highlighted the need for assessments of the possible mediating mechanisms between socio-economic risk factors for parents, quality of child care classrooms, and children’s anxious withdrawn behavior. Advisors: Eric S. Buhs and Kathleen Moritz Rudasil

Elementary preservice teachers' attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children

Children's learning and development are directly and indirectly influenced by teachers' beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachers' attitudes and pedagogical strategies for working with hypothetical children demonstrating temperament-based shy, exuberant, and average behaviors in the classroom. A secondary goal was to compare attitudes and pedagogical strategies at the beginning and end of teacher training program. A total of 354 participants responded to three vignettes describing children frequently displaying these behaviors. Results indicated preservice teachers were more likely to use social-learning strategies with shy children and high-powered strategies with exuberant children. Participants were more likely to show warmth to shy children, but believed they would be less academically successful. Participants at the end of the program reported higher self-efficacy and more warmth toward all children compared to those beginning the program. Results are discussed in terms of their educational implications