Bayram Özdemir Sevgi, Cheah Charissa S L, Coplan Robert J
Örebro University, Sweden.
University of Maryland, Baltimore County, Maryland, USA.
Br J Dev Psychol. 2017 Jun;35(2):218-236. doi: 10.1111/bjdp.12158. Epub 2016 Sep 21.
This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations. Fourth- and fifth-grade children (N = 599; M = 10.11 years, SD = 0.65; 48% girls) provided information on shyness, social anxiety, depressive symptoms, loneliness, and school liking/avoidance. Head teachers in each classroom reported on students' academic performance. The peer nomination method was used to assess children's peer relationships. Results revealed that when children displayed shy behaviours, they reported more depressive symptoms that were, in turn, associated with poorer academic performance, less school liking, and higher school avoidance. Moreover, shyness negatively predicted school liking at low levels of peer acceptance, suggesting that difficulties in peer relationships increased shy children's risk of school dissatisfaction. Overall, our findings support the importance of the interpersonal relationship context for children's adjustment within the Turkish cultural context. Statement of contribution What is already known on this subject? Shy children have difficulties initiating and maintaining social interactions, which put them at risk for a wide range of socio-emotional difficulties. Shy children have poor academic performance and experience school adjustment difficulties in North America. What does this study add? Shyness is an important risk factor for poorer academic performance and adjustment among children in Turkey. The association between shyness and difficulties at school is explained by children's experience of depressive symptoms. Difficulties with peer relationships increase shy children's risk of school dissatisfaction.
本研究考察了有助于土耳其害羞儿童学校适应的潜在过程和条件，在土耳其，社会环境中的儿童人际关系和学业成绩受到高度重视。首先，我们考察了儿童社交焦虑感、抑郁症状和孤独感在害羞与学校成果指标（学业成绩和学校喜爱/回避）之间关联中的独特中介作用。其次，我们探讨了儿童同伴接纳在这些关联中的调节作用。四、五年级儿童（N = 599；M = 10.11岁，标准差 = 0.65；48%为女孩）提供了有关害羞、社交焦虑、抑郁症状、孤独感以及学校喜爱/回避方面的信息。每个班级的班主任报告了学生的学业表现。采用同伴提名法评估儿童的同伴关系。结果显示，当儿童表现出害羞行为时，他们报告有更多的抑郁症状，而抑郁症状反过来又与较差的学业成绩以及较少的学校喜爱和较高的学校回避相关。此外，在同伴接纳水平较低时，害羞对学校喜爱有负向预测作用，这表明同伴关系方面的困难增加了害羞儿童对学校不满的风险。总体而言，我们的研究结果支持了在土耳其文化背景下人际关系背景对儿童适应的重要性。贡献声明关于该主题已知的情况是什么？害羞的儿童在发起和维持社交互动方面存在困难，这使他们面临各种社会情感困难的风险。在北美，害羞儿童学业成绩较差且经历学校适应困难。本研究增加了什么内容？害羞是土耳其儿童学业成绩较差和适应困难的一个重要风险因素。害羞与学校困难之间的关联可由儿童的抑郁症状体验来解释。同伴关系方面的困难增加了害羞儿童对学校不满的风险。
