Shyness and engagement: Contributions of peer rejection and teacher sensitivity

Buhs, Eric S.; Rudasill, Kathleen Moritz; Kalutskaya, Irina; Griese, Emily R.

doi:10.1016/j.ecresq.2014.07.010

Cited by 27 publications

(28 citation statements)

References 58 publications

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“…Rudasill and Rimm-Kaufman (2009) point out the importance of the frequency of teacher-student interactions. The quality of this interaction plays an important role in children's personal, social, and academic success, especially in children who are at risk of failure (Hamre and Pianta, 2005; García Bacete et al, 2014; Bush et al, 2015). The quality of these relationships is usually stable (Pianta and Stuhlman, 2004) and could depend on the teachers' gender and that of their students (Quaglia et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School

et al. 2016

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This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5–7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.

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Section: Introductionmentioning

confidence: 99%

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School

et al. 2016

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“…For instance, increased teacher-reported peer rejection has been associated with decreased engagement in classroom activities and found to mediate the relationship between a child's level of maternal-reported shyness in preschool and their level of engagement in first grade (Buhs et al, 2015). While they used maternal report of AW and not teacher report, a positive relationship between teacher reported AW and peer rejection has also been observed (Gazelle & Ladd, 2003).…”

Section: Moderation Effect Of Teacher Support On Relationship Betweenmentioning

confidence: 98%

“…Due to the increased social demands arising from more frequent interactions with peers and teachers, expectations to perform tasks in front of others, and demands to display assertiveness in order to express needs, young children exhibiting AW require extra support to positively engage in the classroom (Kalutskaya, Archbell, Rudasill, & Coplan, 2015). For instance, young children who exhibited more internalizing problem behaviors, a category that subsumes AW, had more positive peer relationships when they experienced a more warm and supportive relationship with their teacher (Baker, Grant, & Morlock, 2008) and shy young children were more actively engaged in classroom activities when their teacher provided more emotional support (Buhs, Rudasill, Kalutskaya, & Griese, 2015). Despite the vulnerabilities experienced by children exhibiting AW, the body of research on classroom environments that promote their positive engagement is small in comparison to studies about children who exhibit externalizing problem behaviors .…”

Section: Such As the Early Intervention Program For Infants And Toddlmentioning

confidence: 99%

“…Hence, they are in particular need of support in this setting. For example, young children who display more signs of AW are reported to produce fewer comments in the classroom (Evans, 1987;Rimm-Kaufman & Kagan, 2005), observe rather than actively engage in peer interactions (Coplan, DeBow, Schneider, & Graham, 2009;Coplan et al, 2004), experience more peer rejection (Buhs et al, 2015), and initiate fewer interactions with the teacher than peers (Coplan & Prakash, 2003;Rimm-Kaufman et al, 2002).…”

Section: Functioning Of Young Children Displaying Aw In the Classroommentioning

confidence: 99%

“…Responsiveness has been associated with aspects of ATL such as task persistence (Pakarinen et al, 2014), social competence , and on-task engagement (Buhs et al, 2015;NICHD ECCRN, 2002;Reeve, Jang, Carrell, Jeon, & Barch, 2004). However, it should be noted that Buhs and colleagues (2015) and Reeve and colleagues (2004) did not include measures of demandingness in their models and therefore it is not possible to determine how the strength of the association would change if it had been included.…”

Section: Contribution Of Parenting Practices To Development Of Atl Inmentioning

confidence: 99%

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The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

Rosenthal¹

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Jason Downer, PhDOne goal of preschool is to provide children with early learning experiences that develop school readiness skills that lay the groundwork for future academic success.Aside from pre-academic skills, such as numeracy and phonemic awareness, one readiness skill, approaches to learning (ATL), captures the way in which children go about the learning process. Adaptive ATL skills such as task persistence, creativity, curiosity, and independence are crucial for academic achievement as they undergird the learning process and enable children to competently engage with classroom tasks.However, preschoolers who display high levels of anxious withdrawal (AW) in the preschool classroom often require more support than peers to develop adaptive ATL.They tend to require additional time to acclimate before engaging, display hypervigilance, and be wary of interacting with others for fear of judgment. While past research suggests a negative relationship between AW and ATL, less is understood about how AW may predict changes in ATL during preschool years, especially in the context of parents and teacher support environments. Further, little is known about the factors that help some children who display higher levels of AW to develop more adaptive ATL than others with similar dispositions. Hence, this study examined the contribution of teacher and parent support, defined as the combined level of demandingness and responsiveness, to changes in ATL over the school year by children exhibiting higher levels of AW.A sample of 749 children who participated in the FACES 2009 study were followed in their first and second preschool year. ATL was evaluated in two contexts: the classroom, as reported by the teacher, and during a 1:1 testing situation, as rated by an assessor. Incoming levels of ATL were included as a predictor in order to measure SUPPORTING ATL DEVELOPMENT IN AW PRESCHOOLERS residual change in ATL over the school year. AW was rated by the teacher. One moderating variable, parent support, was self-report, whereas the other moderator, teacher support, was directly observed within preschool classrooms. In order to examine how the relationship between AW, teacher support, and parent support predicts changes in ATL, and how it may look different between the first second preschool year, two sets of regression models were run for each research question, one for each preschool year.Further, for each year, one model was run with the teacher-rated (TR)-ATL as the outcome and the other with assessor-rated (AR)-ATL as the outcome.Results from correlational analyses indicated that as hypothesized AW tended to be negatively related to ATL. Multilevel regression analyses suggested that change in ATL exhibited by children displaying high levels of AW was dependent upon complex relationships among parent and teacher support, which were inconsistent with differential susceptibility theory. Limitations of the study included a positively skewed AW variable and negatively skewed parent support variable, which may have impe...

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The relation of respiratory sinus arrhythmia to later shyness: Moderation by neighborhood quality

Zhang

Spinrad

Eisenberg

et al. 2018

Developmental Psychobiology

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The purpose of the study was to predict young children's shyness from both internal/biological (i.e., resting respiratory sinus arrhythmia; RSA) and external (i.e., neighborhood quality) factors. Participants were 180 children at 42 (Time 1; T1), 72 (T2), and 84 (T3) months of age. RSA data were obtained at T1 during a neutral film in the laboratory. Mothers reported perceived neighborhood quality at T2 and children's dispositional shyness at T1 and T3. Path analyses indicated that resting RSA interacted with neighborhood quality to predict T3 shyness, even after controlling for earlier family income and T1 shyness. Specifically, high levels of resting RSA predicted low levels of shyness in the context of high neighborhood quality. When neighborhood quality was low, resting RSA was positively related to later shyness. These findings indicate that children's shyness is predicted by more than biological processes and that consideration of the broader context is critical to understanding children's social behavior.

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Shyness and engagement: Contributions of peer rejection and teacher sensitivity

Cited by 27 publications

References 58 publications

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School

The Role of Caregiver Support in the Development of Adaptive Approaches to Learning for Preschoolers Who Exhibit Anxious-Withdrawal

The relation of respiratory sinus arrhythmia to later shyness: Moderation by neighborhood quality

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