Applied Psychology-Human Development Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut St., Philadelphia, PA 19104-6216, USA.
J Abnorm Child Psychol. 2013 Jul;41(5):825-36. doi: 10.1007/s10802-012-9708-6.
Shy-sensitive children are likely to develop adjustment problems in today's urban China as the country has evolved into an increasingly competitive, market-oriented society. The main purpose of this one-year longitudinal study was to examine the moderating effects of academic achievement on relations between shyness-sensitivity and later internalizing problems in Chinese children. A sample of 1171 school-age children (591 boys, 580 girls) in China, initially at the age of 9 years, participated in the study. Data on shyness, academic achievement, and internalizing problems were collected from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness positively and uniquely predicted later loneliness, depression, and teacher-rated internalizing problems, with the stability effect controlled, for low-achieving children, but not for high-achieving children. The results indicate that, consistent with the stress buffering model, academic achievement may be a buffering factor that serves to protect shy-sensitive children from developing psychological problems.
害羞敏感的孩子在中国这样一个日益竞争激烈、以市场为导向的社会中，很可能会出现适应问题。本为期一年的纵向研究的主要目的是检验学业成绩对中国儿童害羞敏感与后期内化问题之间关系的调节作用。研究对象为 1171 名 9 岁左右的学龄儿童（男生 591 名，女生 580 名）。从同伴评价、教师评价、自我报告和学校记录等多个来源收集了害羞、学业成绩和内化问题的数据。研究结果发现，在控制了稳定性效应后，对于低成就的孩子来说，害羞与后期的孤独感、抑郁和教师评定的内化问题呈正相关且具有独特性，而对于高成就的孩子则不然。研究结果表明，与压力缓冲模型一致，学业成绩可能是一个缓冲因素，可以保护害羞敏感的孩子免受心理问题的困扰。
