Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years
Children's shyness, popularity, school liking, cooperative participation, and internalizing problems in the early school years
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DOI：
10.1016/j.ecresq.2013.10.002
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发表时间：
2014-01-01
影响因子：
3.7
通讯作者：
Lemery-Chalfant, Kathryn
中科院分区：
文献类型：
--
作者：
Eggum-Wilkens, Natalie D.;Valiente, Carlos;Lemery-Chalfant, Kathryn
本研究的目的包括了解正规学校第一年的害羞如何预示着孩子在同龄人中的早期受欢迎程度，以及孩子的害羞和受欢迎程度如何独特地影响了后来的学校喜好、合作参与和内化问题。采用父母、教师和儿童报告的结构方程模型表明，儿童（N=291； 46%的女孩）幼儿园羞怯通过与一年级受欢迎程度的负相关，预测了二年级时较低的学校喜好和较低的合作参与。在正式学校教育的第一年，害羞可能与以后几年由于同伴关系问题而在课堂上遇到的困难有关。幼儿园害羞与二年级内化问题通过一年级受欢迎程度的间接关系无统计学意义。幼儿园害羞还与较高的合作参与直接相关，这表明早期害羞与课堂参与之间的关系可能比之前假设的要复杂。(C) 2013爱思唯尔公司版权所有。
Aims of the present study included understanding the manner in which shyness during the first year of formal schooling predicts early popularity in the peer group, as well as the manner in which children's shyness and popularity uniquely contribute to later school liking, cooperative participation, and internalizing problems. Structural equation modeling using parents', teachers', and children's reports suggested that children's (N=291; 46% girls) kindergarten shyness predicted lower school liking and lower cooperative participation during second grade through its negative association with first grade popularity. Shyness during the first year of formal schooling may relate to difficulties in the classroom during later years due to problematic peer relations. The indirect relation of kindergarten shyness to second-grade internalizing problems through first-grade popularity was not statistically significant. Kindergarten shyness was also directly related to higher cooperative participation, which suggests that relations between early shyness and classroom engagement may be more complex than previously assumed. (C) 2013 Elsevier Inc. All rights reserved.