Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary

Autor/inn/en	Zhu, Jingjing; Li, Yan; Wood, Katherine R.; Coplan, Robert J.; Chen, Xinyin
Titel	Shyness and Socioemotional Functioning in Young Chinese Children: The Moderating Role of Receptive Vocabulary
Quelle	In: Early Education and Development, 30 (2019) 5, S.590-607 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Katherine R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1572481
Schlagwörter	Shyness; Foreign Countries; Young Children; Receptive Language; Vocabulary; Preschool Children; Psychological Patterns; Childrens Attitudes; Language Skills; Emotional Adjustment; Social Adjustment; Peer Acceptance; Public Schools; Mothers; Intelligence Tests; Verbal Ability; Anxiety; Parent Background; Educational Attainment; Rating Scales; Preschool Teachers; China (Shanghai); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Schüchternheit; Ausland; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Emotionale Anpassung; Soziale Anpassung; Public school; Öffentliche Schule; Mother; Mutter; Intelligence test; Intelligenztest; Mündliche Leistung; Angst; Elternhaus; Bildungsabschluss; Bildungsgut; Rating-Skala; Erzieher; Erzieherin; Kindergärtnerin
Abstract	The goal of this study was to explore links among shyness, receptive vocabulary, and indices of socioemotional functioning in a sample of young children in mainland urban China. In particular, we sought to examine the potential moderating role of receptive language in these relations. Participants were N = 360 young children (200 boys, 160 girls, M[subscript age] = 4.72 years, SD = 0.63) attending preschool/kindergartens in Shanghai, People's Republic of China. Multisource assessments were employed, including maternal ratings (child shyness), standardized tests (receptive vocabulary), child self-reports collected during individual interviews (loneliness), teacher ratings (child internalizing problems), and peer nominations (peer liking). Results indicated that receptive vocabulary moderated (buffering effect) the relations between shyness and several indices of socioemotional functioning. Results are discussed in terms of the implications of language skills for early school adjustment of young shy Chinese children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01