Shyness-Sensitivity and Unsociability in Rural Chinese Children: Relations With Social, School, and Psychological Adjustment

• Autores: Xinyin Chen, Li Wang, Ruixin Cao
• Localización: Child development, ISSN 0009-3920, Vol. 82, Nº. 5, 2011, págs. 1531-1543
• Idioma: inglés
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• Resumen

  • The purpose of this study was to examine how shyness-sensitivity and unsociability were associated with social, school, and psychological adjustment in rural Chinese children. Participants were third- to fifth-grade students (N = 820; M age = 10 years) in rural schools in P. R. China. Data on shyness-sensitivity, unsociability, and adjustment were obtained from multiple sources including peer assessments, sociometric nominations, teacher ratings, self-reports, and school records. It was found that unsociability was associated with social, school, and psychological problems, whereas shyness was generally associated with indexes of adjustment such as social status, teacher-rated competence, and academic achievement. The results indicate that rural Chinese context may play an important role in defining the functional meanings of children’s social behaviors.