Stevenson-Hinde J, Glover A
University of Cambridge, U.K.
J Child Psychol Psychiatry. 1996 Feb;37(2):181-7. doi: 10.1111/j.1469-7610.1996.tb01389.x.
A new look at shyness in young children involves selecting for shyness, using criteria involving both natural and laboratory contexts, categorizing children (including a group between the two extremes), and including the sex of the child in analyses. Children of both sexes differed significantly across low, medium, and high shy groups, with negative mood, worries and fears, and problem behaviour in preschool being associated with high shyness. Although boys in general and high shy boys in particular had the highest problem behaviour scores in preschool (including acting out behaviour), maternal interactions with high shy boys were positive: significantly more positive than with boys who were high shy in natural settings but low shy in the laboratory, or with high shy girls. Of the girls, maternal style was most positive for the medium shy girls, who also received the highest relative frequency of positive maternal actions during a brief task-significantly higher than medium shy boys, as well as high shy girls.
对幼儿害羞的新研究包括通过涉及自然和实验室环境的标准来挑选害羞的孩子，对孩子进行分类（包括处于两个极端之间的一组），并在分析中纳入孩子的性别。在低、中、高害羞组中，两性儿童存在显著差异，学前儿童的消极情绪、担忧和恐惧以及问题行为与高度害羞有关。虽然总体上男孩，尤其是高度害羞的男孩在学前的问题行为得分最高（包括外化行为），但母亲与高度害羞男孩的互动是积极的：明显比与在自然环境中高度害羞但在实验室中低度害羞的男孩或与高度害羞女孩的互动更积极。在女孩中，母亲的教养方式对中度害羞的女孩最为积极，在一项简短任务中，她们也获得了最高相对频率的积极母亲行为——明显高于中度害羞的男孩以及高度害羞的女孩。
