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  • Title: Shyness and School Engagement in Chinese Suburban Preschoolers: A Moderated Mediation Model of Teacher-Child Closeness and Child Gender.
    Author: Wu Y, Fang M, Wu J, Chen Y, Li H.
    Journal: Int J Environ Res Public Health; 2022 Apr 02; 19(7):. PubMed ID: 35409950.
    Abstract:
    Shyness is associated with poorer preschool engagement, but few studies have evaluated the underlying mechanisms in Chinese preschoolers. This study explored the mediating role of teacher-child closeness and the moderating role of child gender in the association between shyness and school engagement to fill this gap. With the cluster sampling method, a total of 532 young children (240 girls; Mage = 4.29 years, SD = 0.65 years) were recruited from 15 suburban kindergartens in East China. Mothers rated children's shyness, and teachers evaluated children's school engagement and teacher-child closeness five months later. The results reveal the following: (1) Shyness was related to higher cooperative participation and lower school avoidance; (2) Teacher-child closeness mediated the relationships between shyness and school engagement. Specifically, shyness negatively predicted teacher-child closeness, and teacher-child closeness positively predicted cooperative and independent participations and school liking, and negatively predicted school avoidance; (3) Child gender moderated the relationship between shyness and school engagement, and specifically, for boys but not girls, shyness was significantly linked with lower school avoidance; for girls but not boys, shyness was significantly related to higher cooperative participation and lower independent participation. These findings have implications for the school engagement of preschoolers.
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