Social Reticence in Chinese Children: Relations with Temperament and Social Adjustment

Zhang, Guangzhen; Liang, Zongbao; Chen, Huichang; Chen, Xinyin

doi:10.3724/sp.j.1041.2013.00070

Cited by 2 publications

(9 citation statements)

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“…The combined effect was significant (

r = - .19, p < .01

; see Figure 1). However, Zhang, Liang, Chen, and Chen (2013) found that the correlational coefficient between shyness and school social skills was stronger for older children than for younger children in primary school period. The longitudinal study by Chen, Chen, et al (2015) further indicated that shyness in early childhood was not able to predict school social competence in late childhood.…”

Section: Resultsmentioning

confidence: 99%

“…The three studies, which sampled school‐aged children investigated the role of shyness in school social skills, including frustration tolerance, assertive social skills, task orientation, and peer social competence as measured by the Teacher Child Rating Scale (T‐CRS; Hightower et al, 1986) (Coplan et al, 2016; Zhang, Liang, Chen, & Chen, 2013; Zhang, Liang, Chen, Chen, & Zhang, 2013). The combined effect was significant (

r = - .19, p < .01

; see Figure 1).…”

Section: Resultsmentioning

confidence: 99%

“…For externalizing problems such as aggressive and disruptive behaviours, although the combined effect was also significant (

r = .14, p < .01

; see Figure 7), there were mixed findings among individual studies ( n = 10 in total). The studies, which sampled preschool children mostly reported on the positive correlations between shyness and externalizing problems (4 out of 6), but no significant results were found on the relationship among school‐aged children (Chen, Chen, et al, 2015; Zhang, Liang, Chen, & Chen, 2013; Zhang, Liang, Chen, Chen, & Zhang, 2013).…”

Section: Resultsmentioning

confidence: 99%

“…Two studies compared different age groups in the relationship between shyness and SED (Chen, Sun, et al, 2005; Zhang, Liang, Chen, & Chen, 2013). Chen, Sun, et al (2005) found that the correlation coefficient of shyness and internalizing problems were larger for 4‐year‐old children than for 7‐year‐old children, but the difference was not statistically significant.…”

Section: Resultsmentioning

confidence: 99%

“…For example, Han, Wu, Tian, Xu, and Gao (2016) found that shyness was positively related to teacher–child conflict and dependency while Wu et al (2015) did not find similar results; Zhou and Liu (2015) found that shyness was positively related to depression, but this was not the case in Zhang, Liang, Chen, Chen, and Zhang's (2013) study. Further, the SED correlates of shyness was also found to differ across gender (e.g., Chen, Chen, Li, Wang, & Wang, 2015; Zhang, Liang, Chen, Chen, & Zhang, 2013), age periods (e.g., Zhang, Liang, Chen, & Chen, 2013), different shyness measurements (e.g., Ding et al, 2014; Xu et al, 2007), and specific domains of SED (e.g., Chen, Chen, et al, 2015; Yan, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Zhang

Lau

2021

Infant and Child Development

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Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's socialemotional development. This study examined the association between shyness and social-emotional development among Chinese children aged 3 to 12. A systematic search of both Chinese and international databases for relevant research between 1990 and 2020 yielded 23 studies (n = 9,009 children), which were systematically reviewed. Among them, 15 studies (n = 6,303 children) were included in the meta-analyses. Results from random-effects models indicated that shyness was positively associated with internalizing problems (r ¼ :21,p < :01), externalizing problems (r ¼ :14, p < :01), peer victimization (r ¼ :23, p < :05), and asocial behaviours (r ¼ :47,p < :05), and negatively associated with peer preference (r ¼ À:19, p < :01Þ and school social competence (for school-aged children r ¼ À:19,p < :01; for preschool children r ¼ À:22,p < :01) in the Chinese context. Further, analyses revealed that the relationship between shyness and social-emotional development was moderated by children's characteristics (e.g., gender, age, receptive vocabulary, and emotional competence), social relationship (e.g., teacher-child relationship and parent-child attachment), and situational context (e.g., interpersonal similarity). This study suggests that shyness generally exerts negative influences on Chinese children's social-emotional development, but the influences are unique

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“…The combined effect was significant (

r = - .19, p < .01

Section: Resultsmentioning

confidence: 99%

r = - .19, p < .01

; see Figure 1).…”

Section: Resultsmentioning

confidence: 99%

“…For externalizing problems such as aggressive and disruptive behaviours, although the combined effect was also significant (

r = .14, p < .01

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Zhang

Lau

2021

Infant and Child Development

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Social Interactions With Familiar and Unfamiliar Peers in Chinese Children: Relations With Social, School, and Psychological Adjustment

Zhang

Zhao

Liang

et al. 2015

International Perspectives in Psychology

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This study examined how interactions with familiar and unfamiliar peers were associated with social, school, and psychological adjustment in Chinese children. A sample of children ( N = 256, 104 boys and 152 girls, M age = 11 years, ranging from 9 to 13 years) engaged in free play sessions in quartets consisting of 2 pairs of familiar children. Information on the relative proportion of time spent interacting with familiar, unfamiliar, and mixed peers was obtained from videotaped observations. Data on social (e.g., leadership, victimization), school (e.g., school competence, learning problems), and psychological (e.g., perceived self-worth, depression) adjustment were collected from multiple sources including teacher ratings, self-reports, and school records. The results showed that interaction with familiar peers was positively associated with social and school competence and negatively associated with social, behavioral, and learning problems. Interaction with mixed familiar and unfamiliar peers was positively associated with indexes of psychological adjustment and negatively associated with psychological problems. In addition, interaction with unfamiliar peers was infrequent and not associated with adjustment or problems. The results indicate that social interactions with different types of peers may reflect different aspects of competence among Chinese children.

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Social Reticence in Chinese Children: Relations with Temperament and Social Adjustment

Cited by 2 publications

References 0 publications

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Shyness and social–emotional development among Chinese children: A systematic review and meta‐analysis

Social Interactions With Familiar and Unfamiliar Peers in Chinese Children: Relations With Social, School, and Psychological Adjustment

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