Shyness and School Adjustment in Chinese Children: The Roles of Teachers and Peers

Autor/inn/en	Coplan, Robert J.; Liu, Junsheng; Cao, Jian; Chen, Xinyin; Li, Dan
Titel	Shyness and School Adjustment in Chinese Children: The Roles of Teachers and Peers
Quelle	In: School Psychology Quarterly, 32 (2017) 1, S.131-142 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000179
Schlagwörter	Psychological Patterns; Student Adjustment; Foreign Countries; Teacher Influence; Peer Influence; Teacher Student Relationship; Peer Relationship; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary Secondary Education; Student Attitudes; Student Records; Predictor Variables; Behavior Problems; Academic Achievement; Surveys; Measures (Individuals); Rating Scales; Self Concept Measures; Questionnaires; Statistical Analysis; China (Shanghai); Student Teacher Relationship Scale; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Schülerakte; Prädiktor; Schulleistung; Survey; Umfrage; Befragung; Messdaten; Rating-Skala; Fragebogen; Statistische Analyse
Abstract	Although childhood shyness has been associated with school-adjustment difficulties in contemporary research in China, the conceptual mechanisms that may underlie these relations remain underinvestigated. The goal of this study was to examine a complex theoretical model that explicates the roles of both peer preference and teacher-child relationships in the links between shyness and school adjustment in Chinese children. Participants were N = 1,275 3rd- through 7th-grade students (637 boys, 638 girls; M[subscript age] = 10.78 years, SD = 1.55) attending public primary and secondary schools in Shanghai, People's Republic of China. Measures of shyness, peer preference, teacher-child relationships, and aspects of school adjustment were obtained from multiple source, including peer nominations, child self-reports, teacher ratings, and school records. Results from mediation and moderated mediation analyses demonstrated that (a) shyness indirectly predicted greater internalizing problems and poorer academic achievement through its negative association with peer preference and (b) these indirect effects were moderated by teacher-child relationships, such that the negative association between shyness and peer reference was attenuated among children with higher quality of teacher-child relationships. Results are discussed in terms of the roles of peers and teachers in the links between shyness and school adjustment and their educational implications. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01