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Shyness in first-grade children: The relation to internalizing problems and self-perceptions of social acceptance.

机译:一年级儿童的羞怯感:与内在的问题和对社会接纳感的自我认知的关系。

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摘要

This study examined the relationship between children's shyness, language, internalizing problems and self-perceptions of peer and maternal acceptance. One hundred and five first-grade children were assessed for shyness by peers and teachers. Classmates were able to identify shy peers at a similar rate as teachers. Children were also assessed for their self-perceived social acceptance and for language skills. No significant relation was found between shyness and children's self-perceived social acceptance. Shyness was significantly and positively associated with anxiety/depressed and withdrawn/depressed problems as reported by teachers. Language was significantly and negatively correlated with withdrawn/depressed scores. In regression analyses, no moderation effect was found between language and shyness. However, a significant additive effect was identified. Shyness and language each predicted unique variance in children's internalizing problems and social acceptance. Teacher-reported shyness and language predicted 24% and 6% unique variance, respectively, in children's withdrawn/depression scores. Evidence was also found that language partially mediated the relationship between shyness and withdrawn/depressed scores. Language appears to influence withdrawal/depressive tendencies for shy first-grade children, perhaps through enhancing their social entry skills and subsequently decreasing social isolation. Clinical implications of shyness in young children are discussed.
机译:这项研究探讨了儿童的羞怯感,语言,内在化问题与同伴和母亲接纳感的自我感知之间的关系。同行和老师评估了115名一年级孩子的害羞程度。同学们能够以与老师相似的速度识别害羞的同学。还对儿童的自我认知能力和语言能力进行了评估。害羞与儿童的自我感知的社会接受度之间没有发现显着关系。根据老师的报告,羞怯与焦虑/沮丧和退缩/沮丧问题显着正相关。语言与撤回/降低的分数呈显着负相关。在回归分析中,在语言和害羞之间没有发现调节作用。然而,鉴定出显着的累加作用。害羞和语言都预测儿童内在化问题和社会接受度的独特差异。老师报告的胆怯和语言预测儿童的退缩/抑郁分数分别为24%和6%。也有证据表明,语言部分地介导了害羞与退缩/抑郁分数之间的关系。语言似乎会影响害羞的一年级孩子的退缩/抑郁倾向,可能是通过提高他们的社交技巧和随后减少的社会隔离来实现的。讨论了害羞对幼儿的临床意义。

著录项

  • 作者

    Sandberg, Vanya E.;

  • 作者单位

    Seattle Pacific University.;

  • 授予单位 Seattle Pacific University.;
  • 学科 Psychology Developmental.;Psychology Clinical.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 94 p.
  • 总页数 94
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:39:00

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