93 research outputs found
Examining the language of solitude versus loneliness in tweets
People have widely different experiences of being alone. Sometimes being alone is relaxing and restorative other times it gives way to feelings of loneliness. Researchers conceptually distinguish between solitude, which tends to be viewed more positively, and loneliness, which is more negative. However, it is unclear whether these terms are used differently in everyday language. We sought to compare the emotional content of over 19 million tweets containing the terms solitude and lonely/loneliness. Using a computational linguistics approach, we found that solitude tends to be used in more positive and less emotionally activated (i.e., lower arousal) contexts compared to lonely. We also found that the word alone tends to be used somewhat differently from solitude and lonely. These results have implications both for how we understand different experiences of time alone in general and for what kind of language we should use when discussing these experiences
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 teachersâ attitudes and beliefs toward childhood shyness, and the critical role of teacherâ child relationships for shy childrenâs 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
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 teachersâ attitudes and beliefs toward childhood shyness, and the critical role of teacherâ child relationships for shy childrenâs 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 School Teachersâ Reflections on Shy Children in the Classroom
This study explored teachersâ perceptions of shy children in the classroom during the elementary school grades. Seven teachers (1 male, 6 female) from elementary schools located in geographically diverse areas of Canada participated in semistructured telephone interviews that explored their perceptions of and experiences with shy children in the classroom. Transcripts were analyzed for emerging themes about teachersâ conceptions of shy children and teacher-shy child interactions. Findings suggest that shyness and social communication may influence elementary schoolteachersâ classroom practices and the teacher-child relationship. Teachersâ roles in shy childrenâs socio-emotional functioning and academic success are discussed.Cette recherche a Ă©tudiĂ© les perceptions quâont les enseignants au primaire des enfants qui sont gĂȘnĂ©s. Sept enseignants (1 homme, 6 femmes) dâĂ©coles primaires situĂ©es dans des zones gĂ©ographiquement diverses au Canada ont participĂ© Ă des entrevues tĂ©lĂ©phoniques semi-structurĂ©es portant sur leurs perceptions des enfants gĂȘnĂ©s et leurs expĂ©riences avec eux en salle de classe. Nous avons analysĂ© les transcriptions pour en dĂ©gager des thĂšmes sur les conceptions quâont les enseignants dâenfants gĂȘnĂ©s et les interactions entre les enseignants et les enfants gĂȘnĂ©s. Les rĂ©sultats indiquent que la gĂȘne et la communication sociale pourraient influencer les pratiques des enseignants au primaire et leur rapport avec leurs Ă©lĂšves. Nous discutons des rĂŽles des enseignants dans le fonctionnement socio-Ă©motionnel des enfants et dans la rĂ©ussite acadĂ©mique
Examining the roles of child temperament and teacher-child relationships as predictors of Turkish childrenâs social competence and antisocial behavior
The present study examined the concurrent contribution of Turkish childrenâs temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on childrenâs temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on childrenâs temperament and teachers reported on their relationships with children as well as childrenâs social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support childrenâs social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed
Are you alone? Measuring solitude in childhood, adolescence, and emerging adulthood
The goal of this review was to provide an overview of how solitude has been operationally defined and measured since the year 2000 in psychological studies of children, adolescents, and emerging adults. After applying exclusionary criteria, our review of the extant literature identified nâ=â19 empirical studies, which we grouped into three broad methodological categories: (1) experiments/manipulations (nâ=â5); (2) retrospective reports (nâ=â7); and (3) experience sampling measures (experience sampling methodology; nâ=â7). A review of these studies indicated considerable variation in how solitude is operationalized and measured. There is also a notable lack of studies measuring solitude in childhood. Implications for âwhat mattersâ when assessing solitude are discussed, and we provide a series of suggestions for helping this research area move forward
Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia philosophy
Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We followed 288 students across a transition from preschool to elementary school. Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions in the Reggio-Emilia tradition is associated with successful post-transition adjustment
Elementary preservice teachersâ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children
Childrenâs learning and development are directly and indirectly influenced by teachersâ beliefs and pedagogical strategies toward child behaviors. This cross-sectional study explored elementary preservice teachersâ 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
Teachers' strategies for helping shy students: findings from a national survey in Norway
The goals of this study were to investigate strategies that teachers may use to help students with their shyness at school and to explore potential effects of demographic variables (i.e., teacher experience, class size, grade level) on teachersâ strategies. Participants were a national sample of Nâ=â275 teachers (from 230 elementary schools) in Norway, who reported their frequency of use of different strategies and rated their perceived effectiveness for helping shy students across four domains: (1) encouraging oral participation; (2) promoting social relationships; (3) reducing anxiety; and (4) whole-class strategies. Across domains, common themes included teachersâ sensitivity to individual shy students, reduction of stress associated with novel situations, involving peers, focus on social skills, and building trusting relationships with shy students. Demographic variables had only limited effects on strategy use/effectiveness. Findings are discussed in relation to previous theory and research related to teachersâ strategies for assisting shy students at school
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