NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1050503
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1040-9289
Shyness and School Adjustment among Chinese Preschool Children: Examining the Moderating Effect of Gender and Teacher-Child Relationship
Wu, YunPeng; Wu, JianFen; Chen, YingMin; Han, Lei; Han, PiGuo; Wang, Peng; Gao, Fengqiang
Early Education and Development, v26 n2 p149-166 2015
Research Findings: The current study examined the moderating effects of gender and teacher-child relationship on the association between shyness and school adjustment (school liking and avoidance, cooperative and independent participation). The sample consisted of 524 preschool students from 3 cities of Shandong province in northern China. Mothers reported children's shyness, school liking, and school avoidance, whereas teachers rated children's cooperative and independent participation and reported perceived teacher-child relationships. Overall, findings indicated that shyness was associated with lower teacher-child closeness, lower school liking, and higher school avoidance. Child gender moderated the relationship between shyness and teacher-child dependency. Moreover, teacher-child relationship and child gender moderated the shyness-adjustment relationships. Practice or Policy: These findings point to the potential for improving teacher-child relationships to facilitate shy preschoolers' school adjustment and the importance of taking child gender into consideration in such intervention programs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China