Shyness and Social-Emotional Development among Chinese Children: A Systematic Review and Meta-Analysis

Autor/inn/en	Zhang, Xinyi; Lau, Carrie; Yang, Yi
Titel	Shyness and Social-Emotional Development among Chinese Children: A Systematic Review and Meta-Analysis
Quelle	In: Infant and Child Development, 30 (2021) 6, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xinyi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2265
Schlagwörter	Shyness; Withdrawal (Psychology); Social Development; Emotional Development; Correlation; Children; Preadolescents; Behavior Problems; Victims; Peer Relationship; Antisocial Behavior; Interpersonal Competence; Preschool Children; Individual Characteristics; Context Effect; Foreign Countries; Environmental Influences; China + Suchen Sie Ihr Suchwort? Schüchternheit; Rückzugsverhalten; Soziale Entwicklung; Gefühlsbildung; Korrelation; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Victim; Opfer; Peer-Beziehungen; Interpersonale Kompetenz; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Environmental influence; Umwelteinfluss
Abstract	Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's social-emotional 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=0.21, p<0.01), externalizing problems (r=0.14, p<0.01), peer victimization (r=0.23, p<0.05), and asocial behaviours (r=0.47,p<0.05), and negatively associated with peer preference (r=-0.19, p<0.01) and school social competence (for school-aged children r=-0.19, p<0.01; for preschool children r=-0.22, p<0.01) 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 to particular social-emotional domains and moderated by both children's characteristics and environmental factors. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01