کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
364781 621091 2014 6 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Parent vs. teacher ratings of children's shyness as predictors of language and attention skills
ترجمه فارسی عنوان
ارزیابی والدین در مقابل معلم از خجالت کودکان به عنوان پیش بینی کننده زبان و مهارت های توجه
کلمات کلیدی
خجالت، ارزیابی والدین و معلمان، توانایی های زبانی، توجه پرسشنامه رفتار کودکان اوایل کودکی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• Teacher and parent ratings of children's shyness were not in agreement.
• Children's teacher-rated shyness was negatively related to language and attention.
• Children's parent-rated low sociability was positively linked to expressive language.
• Children's teacher-rated low sociability was negatively linked to attention.

Shyness in childhood has been linked to multiple adjustment outcomes, including poor peer relations, internalizing problems, and clinical anxiety. However, shyness does not consistently emerge as a negative predictor of children's success. This incongruity may stem, in part, from variations in the operationalization and measurement of shyness in different studies. Researchers often combine parent and teacher ratings of shyness, but correlations between parent and teacher reports are consistently small to medium. The purpose of this study is to examine parent and teacher ratings of shyness as they predict language and attention skills in preschool children, and explore discrepancies between parent and teacher ratings of shyness. Participants were 104 preschool children (48 males, 56 females), enrolled in 22 classrooms. Results from multi-level modeling revealed that teacher, but not parent, ratings of shyness using the shyness subscale of the Children's Behavior Questionnaire (CBQ) were significantly and negatively associated with children's early language and attention skills. Follow-up exploratory factor analyses with parent and teacher CBQ shyness subscale ratings revealed a similar two-factor structure reflecting shyness and low sociability. Results suggest that a) discrepancies between parents' and teachers' views of children's shy behaviors may stem from the different contexts and developmental time periods in which they observe children, and b) teachers' ratings of shyness are more closely associated with children's skills in an academic setting. Implications for research are discussed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 34, August 2014, Pages 57–62
نویسندگان
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