Is Silence Golden? Elementary School Teachers' Strategies and Beliefs regarding Hypothetical Shy/Quiet and Exuberant/Talkative Children

Autor/inn/en	Coplan, Robert J.; Hughes, Kathleen; Bosacki, Sandra; Rose-Krasnor, Linda
Titel	Is Silence Golden? Elementary School Teachers' Strategies and Beliefs regarding Hypothetical Shy/Quiet and Exuberant/Talkative Children
Quelle	In: Journal of Educational Psychology, 103 (2011) 4, S.939-951 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0024551
Schlagwörter	Shyness; College Students; Socialization; Learning Strategies; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Vignettes; Measures (Individuals); Academic Achievement; Interpersonal Relationship; Student Behavior + Suchen Sie Ihr Suchwort? Schüchternheit; Collegestudent; Socialisation; Sozialisation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Messdaten; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student behaviour; Schülerverhalten
Abstract	The primary goal of the present study was to examine elementary teachers' strategies, attitudes, and beliefs regarding hypothetical shy (i.e., quiet), exuberant (i.e., overly talkative), and average (i.e., typical) children. We explored whether these strategies and beliefs varied as a function of the gender of the hypothetical child as well as teachers' own shyness. Participants were 275 elementary school teachers (241 women, 34 men) ranging in age from 23 to 64 years (M = 40.97, SD = 10.02). Teachers were presented with vignettes depicting hypothetical children displaying shy/quiet, exuberant/talkative, or average/typical behaviors in the classroom and responded to follow-up questions assessing their strategies and beliefs. Teachers also completed a self-report measure of shyness. Among the results, teachers were more likely to respond to exuberant/talkative children with high-powered and social learning strategies and to employ peer-focused and indirect strategies for shy/quiet children. Teachers also believed that shy/quiet children were less intelligent and would do more poorly academically than would exuberant/talkative children. However, some of these findings were moderated by teachers' own level of shyness. Results are discussed in terms of their educational implications for the social and academic functioning of shy and exuberant children. (Contains 1 footnote, 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10