Shyness and Children's Emotionality, Regulation, and Coping: Contemporaneous, Longitudinal, and Across-Context Relations  

Oleh:

Eisenberg, Nancy ; Murphy, Bridget C. ; Fabes, Richard A. ; Shepard, Stephanie A. ; Guthrie, Ivanna K.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Child Development vol. 69 no. 03 (Jun. 1998), page 767-790.
Topik: Shyness; Relation; Parent; Teacher
Fulltext: 1132203.pdf (686.79KB)

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C49 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The relations of teachers' and parents' reports of children's shyness (Le., social inhibition) at ages 6-8, 8-10, and 10-12 years to dispositional regulation, emotionality, and coping were examined. Shyness was positively related to internalizing negative emotion, coping by doing nothing, and, for parent-rated shyness, behavioral inhibition/ nonimpulsivity, attention focusing, and avoidant coping; it was negatively related to positive emotionality, instrumental coping, seeking support from teachers (at younger ages), and for teacher-rated shyness, attentional control. Often prediction held over several years and / or across reporters. Parent-reported internalizing negative emotion at age 4-6 predicted shyness at ages 6-8 and 8-10, but primarily for children low in attention shifting. Teacher-rated shyness was related to low social status; parent-rated shyness correlated with boys' adult-rated social status at age 4-6 and with style of social interaction, particularly for girls. The relation between parent- and teacher-reported shyness decreased with age. The overall pattern of findings was partially consistent with the conclusion that parent-rated shyness reflected primarily social wariness with unfamiliar people (i.e., temperamental shyness), whereas teacher-rated shyness tapped social inhibition due to social evaluative concerns.

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