1,721,007 research outputs found
Shyness and empathy in early childhood: Examining links between feelings of empathy and empathetic behaviours
No full textAlthough shy children have been described as less empathetic than their more sociable peers, this may be due to a performance rather than a competence deficit. The aim of this study was to explore the moderating role of shyness in the association between empathic feelings and empathic‐related reactions. Participants were 212 preschoolers (Mage = 58.32 months, SD = 10.72). Children provided self‐reports of empathetic feelings, parents rated child shyness and empathic behaviours (e.g., reparative behaviours), and teachers assessed indices of socio‐emotional functioning (e.g., prosocial behaviours). Results revealed interaction effects between empathic feelings and shyness in the prediction of outcome variables. Among children with lower levels of shyness, empathy rated by children was positively related to empathetic and reparative behaviours (rated by parents) and prosocial behaviours (rated by teachers). At higher levels of shyness, these relations were attenuated. These results can be interpreted to suggest that although shy children may not differ from their more sociable counterparts in experiencing empathy, they seem to be less likely to act empathically
Motivations for Social Withdrawal, Mental Health, and Well-Being in Emerging Adulthood: A Person-Oriented Approach
No full textEmerging adults seek solitude because of different underlying motivational and emotional
processes. The current short-term longitudinal study aimed to: (1) identify subgroups of socially
withdrawn emerging adults characterized by different motivations for solitude (shyness, unsociability,
social avoidance) and affect (positive, negative); and (2) compare these subgroups in terms of indices
of internalizing difficulties and life-satisfaction. Participants were N = 348 university students
(Mage = 21.85 years, SD = 3.84) from Italy, who completed online questionnaires at two-time points
separated by three months. Results from a latent profile analysis (LPA) suggested three distinct
subgroups characterized by different social withdrawal motivations (i.e., shy, unsociable, and socially
avoidant), as well as a non-withdrawn subgroup (characterized by low social withdrawal motivations,
low negative affect, and high positive affect). Among the results, the socially avoidant subgroup
reported the highest levels of social anxiety, whereas the avoidant and shy subgroups reported the
highest loneliness and lowest life satisfaction. The unsociable subgroup appeared to be the most
well-adjusted subgroup of socially withdrawn emerging adults and reported similar levels of life
satisfaction as the non-withdrawn subgroup. Our findings confirmed the heterogeneity of emerging
adults’ experiences of solitude, with different motivations for social withdrawal appearing to confer
a differential risk for maladjustment
Social withdrawal
No full textSocial withdrawal is defined as the process of removing oneself from opportunities for social interactions (Coplan and Rubin, 2010). Historically, social withdrawal has been conceptualized as a broad risk factor for negative peer experiences (e.g., exclusion, victimization) and internalizing problems (e.g., anxiety, depression) (Rubin et al., 2009). Contemporary researchers now espouse more complex conceptual models to describe social withdrawal, shifting from a unidimensional to a multidimensional approach (Asendorpf, 1990; Coplan et al., 2015a). As a result, contemporary researchers now conceptualize three subtypes of social withdrawal (shyness, unsociability, and social avoidance) that have different underlying emotional, motivational, and psychological substrates, and are uniquely related to indices of socio-emotional functioning (e.g., Coplan et al., 2018a). The aim of this article is to describe the different subtypes of social withdrawal and their socio-emotional characteristics in childhood and adolescence
Social withdrawal motivations, internalizing difficulties, and life satisfaction in emerging adults
No full textExploring Links between Social Competence, Immigrant Background, and Children’s Preschool Adjustment..
No full textThe role of emotion knowledge in the links between shyness and children’s socio-emotional functioning at preschool
No full textThe present study investigated the potential protective role of components of emotion
knowledge (i.e., emotion recognition, situation knowledge) in the links between young
children’s shyness and indices of socio-emotional functioning. Participants were n = 163
children (82 boys and 81 girls) aged 23–77 months (M = 53.29, SD = 14.48), recruited
from preschools in Italy. Parents provided ratings of child shyness and teachers rated
children’s socio-emotional functioning at preschool (i.e., social competence, anxietywithdrawal,
peer rejection). Children were also interviewed to assess their abilities to
recognize facial emotional expressions and identify situations that affect emotions.
Among the results, shyness was positively related to anxiety-withdrawal and peer
rejection. In addition, emotion recognition was found to significantly moderate the links
between shyness and preschool socio-emotional functioning, appearing to serve a
buffering role. For example, at lower levels of emotion recognition, shyness was positively
associated with both anxiety-withdrawal and rejection by peers, but at higher levels of
emotion recognition, these associations were attenuated. Results are discussed in terms
of the protective role of emotion recognition in promoting shy children’s positive socioemotional
functioning within the classroom contex
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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