Shyness and classroom performance in junior school students: A moderated mediation model

Li, Liang; Hai, Zhang; Z, Liu; Hu, Yongqi; Fang, Xiaoqian; Liu, Kang

doi:10.1007/s12144-022-02865-x

Cited by 3 publications

(2 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings support the view that “nonnormative or non‐gender‐typical peer victimization has a greater impact on maladjustment” (Crick & Bigbee, 1998; Dhami et al, 2005; Hoglund & Leadbeater, 2007; Zhang et al, 2009). Although physical victimization can damage one's social control, which boys value more (Zhang et al, 2009), for some moderate depression‐anxiety group male members, if they are experiencing relational victimization from girls rather than the more common victimization from boys, they may perceive themselves as being treated differently or excluded within the male peer group, making them more prone to emotional problems(Chen et al, 2021). These results suggest that educators should not only pay attention to issues related to “gender typicality” but also give special consideration to issues related to “gender atypicality.” Different educational measures should be taken for boys and girls to prevent and intervene in adolescent emotional problems more effectively.…”

Section: Discussionmentioning

confidence: 99%

Decoding the effects of varied peer victimization forms on depression and anxiety among Chinese adolescents: An exploration through latent transition analysis

Wang,

Zhao,

et al. 2024

Aggressive Behavior

View full text Add to dashboard Cite

This study aims to examine co‐occurrence patterns of depression and anxiety among Chinese adolescents and their associations with various forms of peer victimization. We collected longitudinal data from 1005 middle school students using the Multidimensional Peer Victimization Scale, Center for Epidemiological Studies Depression Scale, and State‐Trait Anxiety Inventory. Then we conducted latent profile analysis, latent transition analysis, and logistic regression analysis. The results reveal the presence of three depression‐anxiety profiles among participants: low depression‐anxiety group, moderate depression‐anxiety group, and high depression‐anxiety group. As verbal and relational victimization increase, adolescents are more likely to transition to a higher level of depression‐anxiety profile. However, an increase in physical and property victimization predicts a transition to a lower level of depression‐anxiety profile. The diverse effects resulting from different forms of victimization exhibit gender differences. For boys, an increase in relational victimization made participants in the moderate depression‐anxiety group more likely to transition to the high depression‐anxiety group, whereas this effect was not significant among girls. This study is theoretically significant for understanding the link between depression, anxiety, and their influencing factors. It suggests that educators, while addressing verbal and relational harm in adolescents, should reconsider the potential impact of physical and property harm. Opportunities to transform negative events into positive ones should be explored. Educators should tailor their focus based on gender, with a particular emphasis on addressing relational harm among male students. This underscores the need for differentiated approaches to effectively support students.

show abstract

Section: Discussionmentioning

confidence: 99%

Decoding the effects of varied peer victimization forms on depression and anxiety among Chinese adolescents: An exploration through latent transition analysis

Wang,

Zhao,

et al. 2024

Aggressive Behavior

View full text Add to dashboard Cite

show abstract

“…In addition, the direct effect of school support on adolescent PA was not significant, and self-efficacy was a fully mediated effect between the two, which may be because students in the school environment are usually under immense pressure to learn, lack emotional self-regulation, and are prone to rebelliousness, thus making them reluctant to accept support and help from schools and teachers (Chen et al, 2019). However, school support could still indirectly promote youth PA by addressing factors such as psychological demand fulfillment and intrinsic motivation for PA.…”

Section: Mediating Role Of Self-efficacymentioning

confidence: 91%

A meta-analysis of the relationship between social support and physical activity in adolescents: the mediating role of self-efficacy

Lin,

Chen,

Liu

et al. 2024

Front. Psychol.

View full text Add to dashboard Cite

IntroductionSocial support influences physical activity (PA) in adolescents. However, whether mediating and moderating effects impact the relationship between them or the underlying mechanism remains unclear. This study aimed to investigate the mediating effects of self-efficacy as well as a series of moderating influences using a meta-analytic approach.MethodsA total of 56 studies published between January 2001 and May 2023 were obtained from the Web of Science, EBSCO, Taylor and Francis, Scopus, Wiley, ProQuest, and CNKI (core) databases, comprising 65 independent samples (total sample size = 47,196).Results and discussionThe mean weighted correlation coefficients between social, family, peer, and school support and adolescent PA were 0.298, 0.226, 0.256, and 0.142, respectively, which were significant, except for school support. Family support and teenage PA were related, although the connection was moderated by gender and socioeconomic characteristics. While social, family, and peer support had a direct influence on adolescent PA, school support did not. Self-efficacy mediated the relationship between social support and its subtypes and adolescent PA.

show abstract

Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising

Mundelsee,

Jurkowski

2024

American Educational Research Journal

View full text Add to dashboard Cite

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.

show abstract

Shyness and classroom performance in junior school students: A moderated mediation model

Cited by 3 publications

References 39 publications

Decoding the effects of varied peer victimization forms on depression and anxiety among Chinese adolescents: An exploration through latent transition analysis

Decoding the effects of varied peer victimization forms on depression and anxiety among Chinese adolescents: An exploration through latent transition analysis

A meta-analysis of the relationship between social support and physical activity in adolescents: the mediating role of self-efficacy

Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising

Contact Info

Product

Resources

About