Shyness and Socio-Emotional Adjustment Difficulties in Urban Chinese Kindergartners: The Moderating Role of Child Effortful Control

Autor/inn/en	Zhu, Jingjing; Xiao, Bowen; Li, Yan; Xie, Mengyu; Zhang, Lingli
Titel	Shyness and Socio-Emotional Adjustment Difficulties in Urban Chinese Kindergartners: The Moderating Role of Child Effortful Control
Quelle	In: Early Education and Development, 34 (2023) 2, S.349-365 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiao, Bowen) ORCID (Li, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2051792
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Urban Youth; Student Adjustment; Psychological Patterns; Social Adjustment; Shyness; Mothers; Teachers; Self Control; China + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Schüchternheit; Mother; Mutter; Lehrer; Lehrerin; Lehrende; Selbstbeherrschung
Abstract	Research Findings: The goal of the present study was to examine the moderating role of child effortful control (EC) in the relation between shyness and social-emotional adjustment difficulties among young Chinese children. Participants included 195 children (117 boys, 78 girls, Mage = 4.28 years, SD = 0.31) enrolled in 6 classes attending kindergartens, Shanghai, People's Republic of China. Mothers provided ratings of their children's temperament (shyness, EC) at Time 1, teachers and mothers rated children's social-emotional adjustment at Time 2 (one and a half years later). Results from SPSS PROCESS MACRO revealed several significant interaction effects between shyness and EC in the prediction of outcome variables. Follow-up simple slope analyses indicated that among children with higher levels of EC, shyness was negatively related to mother-reported social-emotional adjustment difficulties, while among children with lower levels of EC, shyness was not associated with mother-reported social-emotional adjustment difficulties. However, among children with lower levels of EC, shyness was positively associated with teacher reported social-emotional adjustment difficulties. In contrast, among children with higher levels of EC, shyness was not associated with teacher-reported social-emotional adjustment difficulties. Practice or Policy: The findings provide evidence to suggest that the combination of shyness and EC may contribute to children's social adjustment, which in turn may promote or attenuate socio-emotional adjustment difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01