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Young children's perceptions and beliefs about hypothetical shy, unsociable, and socially avoidant peers at school
No full textThe aim of this study was to explore young children's perceptions, beliefs, and anticipated outcomes about different types of social withdrawal (shyness, unsociability, social avoidance). Participants were N = 212 children (n = 110 boys) aged 2.55–6.37 years (M = 4.86, SD = 0.89) recruited from three preschools and kindergartens in Italy. Children were interviewed individually and asked about hypothetical peers displaying different types of social withdrawal (i.e., shy, unsociable, socially avoidant) and for comparison purposes, aggressive and socially competent behaviors were also assessed. Among the three vignettes depicting types of withdrawn children, children rated the hypothetical shy peer as having the highest social motivations, the unsociable peer as receiving the least sympathy from others, and the avoidant peer as being the least intelligent and least liked by the teacher. In addition, girls reported wanting to play more with the shy peer than boys, and kindergarteners reported a higher affiliative preference for all subtypes of socially withdrawn peers than preschoolers. These findings suggest that Italian young children have a quite sophisticated ability to differentiate among the different social motivations and emotions that may underlie social withdrawal
Linking social relationships at school, loneliness, and academic self-perceptions among primary school children
No full textThe present study investigated a theoretical model of the direct and indirect links between children's social relationships at school (i.e., relationships with teachers, peer victimization), loneliness, and academic self-perceptions. Participants were N = 666 primary school children (352 girls) aged 7–11 years (Mage = 8.90 years, SD = 1.06), who completed an online questionnaire. Path analyses indicated that less close teacher–child relationships and higher peer victimization were related to children's loneliness, which, in turn, was associated with less positive academic self-perceptions. Results also revealed some moderating effects of gender. The findings highlight the potentially critical role played by loneliness in determining the association between social relationships at primary school and children's academic self-perceptions
Exploring the Role of Play Behaviors in the Links between Preschoolers’ Shyness and Teacher-Child Relationships
No full textResearch Findings: The goal of this study was to investigate the role of play behaviors in the links between child shyness and teacher-child relationship quality in preschool. Participants were 212 (102 girls) young children (M = 58.32 months, SD = 10.72) recruited from 10 classrooms in three preschools in central Italy. Parents evaluated children’s shyness and teachers rated their relationships with children as well as play behaviors at preschools. Results from path analysis showed that shyness predicted the display of reticent behaviors (onlooking, unoccupied), which in turn, was associated with dependent teacher-child relationships. Shyness also predicted less social play, which in turn was related to less closeness with teachers. Practice or Policy: The findings provide evidence of the role of social play in impacting the quality of teacher relationships with shy preschool children. Teachers’ understanding that children’s characteristics may influence the quality of teacher-child relationships could be part of teacher training at preschool
Quantità e qualità del tempo trascorso da soli e difficoltà internalizzanti in bambini, bambine e preadolescenti: Validazione di nuovi strumenti nel contesto educativo italiano.
No full textIntroduzione. Durante la transizione tra l’infanzia e l’adolescenza, trascorrere del tempo da soli può portare
a una serie di benefici ma anche a dei costi, tra cui maggiori difficoltà nelle relazioni sociali e aumento dei
sintomi di tipo internalizzante (Hipson et al.,2021). Diversi studi sono stati condotti sulle motivazioni
sottostanti al ritiro sociale ma, tra questi, pochi hanno focalizzato la loro attenzione sugli strumenti di
valutazione per comprendere quantità e qualità del tempo speso da soli durante questo importante
momento di transizione (McVarnock et al.,2023). Lo studio si propone di validare nuovi strumenti utilizzati
già nel contesto canadese (Coplan et al.,2021; Hipson et al.,2021), con l’obiettivo di comprendere il ruolo
moderatore delle motivazioni sottostanti al ritiro sociale nella relazione tra la quantità di tempo speso da
soli e gli esiti internalizzanti.
Metodo. Ha preso parte un gruppo di N=169 partecipanti di età compresa tra gli 8 e i 14 anni (M età =10.82,
DS=1.78). I partecipanti hanno compilato un questionario volto a comprendere la quantità e la qualità del
tempo speso da soli (Hipson et al.,2021), le motivazioni del ritiro sociale (timidezza e disinteresse sociale) e
gli esiti di tipo internalizzante (umore depresso, ansia sociale e solitudine; αs>.60).
Risultati. I risultati di una serie di regressioni multiple gerarchiche hanno mostrato che all’aumentare del
tempo speso da soli aumentano sia la depressione,β=.41, p < .001, sia l’ansia sociale,β=.44, p < .001, nel
gruppo che presenta livelli più alti di timidezza (+1DS). Inoltre, all’aumentare del tempo speso da soli
diminuisce l’affetto positivo sperimentato durante un'attività solitaria,β=-.34, p =.047, in coloro che
presentano elevati livelli di timidezza (+2DS). I risultati suggeriscono, infine, che il tempo trascorso da soli è
più fortemente associato a sentimenti di solitudine,β=.67, p < .001, in coloro che presentano livelli più bassi
di disinteresse sociale (-1DS).
Discussione. Il tempo trascorso da soli può rappresentare un fattore di rischio per i timidi, che
generalmente desiderano stare con gli altri ma scelgono di allontanarsi dal gruppo per via di ansia e/o
imbarazzo. I nuovi strumenti possono aiutare a comprendere la quantità e la qualità del tempo trascorso da
soli nonché le motivazioni sottostanti al ritiro sociale e gli esiti ad esse associati
Shyness, Unsociability, and Socio-Emotional Functioning at Preschool: The Protective Role of Peer Acceptance
No full textIn present study, we examined the protective role of peer acceptance in the links between two subtypes of social withdrawal (shyness, unsociability) and indices of young children’s socio-emotional functioning. Participants were N = 112 Italian preschool children (n = 54 boys) aged 36–74 months (M = 56.85 months, SD = 10.14). Multi-source assessments included: (1) parental ratings of children’s shyness and unsociability; (2) teacher ratings of children’s internalizing problems, externalizing problems, and social competence; (3) child interview assessments of preference for solitary play; and (4) peer (sociometric) ratings of peer acceptance. Among the results, shyness was associated with internalizing problems at preschool, whereas unsociability was related to a preference for solitary play. In addition, results from multiple regression analyses indicated significant interactions between peer acceptance and both shyness and unsociability in the association with indices of socio-emotional functioning. For example, at lower levels of peer acceptance, shyness was positively related to children’s preference for solitary play, whereas children’s unsociability was associated with externalizing problems. In contrast, these relations were attenuated at higher levels of peer acceptance. Findings are discussed in term of the potential protective role of young children’s peer acceptance for different subtypes of social withdrawal during early childhood
Shame on me? Shyness, social experiences at preschool, and young children's self-conscious emotions
No full textIn early education contexts, shy children are prone to experiencing difficulties in their relationships with peer and teachers. These negative social experiences may, in turn, reinforce shy children's feelings of self-consciousness. The aim of the present study was to test a complex model linking shyness with self-conscious emotions (i.e., guilt, shame) through negative social experiences at preschool (i.e., peer difficulties, non-supportive teacher–child relationships). Participants were 131 (64 boys) preschool children (M = 55.89 months, SD = 9.75) and their teachers (two for each classroom). Multi-source assessment was employed, with parents rating children's shyness and self-conscious emotions (i.e., guilt, shame) and teachers evaluating children's peer difficulties (i.e., rejection, victimization) and the quality (i.e., closeness) of their relationship with each child. Results from path analysis revealed an indirect effect between shyness and self-conscious emotions through negative peer experiences (but not via close teacher–child relationships). More specifically, shyness predicted peer difficulties, which in turn predicted feelings of guilt and shame. This study highlights the potential role of negative experiences with peers in helping to account for the link between shyness and children's negative feelings about themselves. Shy children's positive experiences with peers should be enhanced at preschool in order to help reduce their feelings of guilt and shame
Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children
No full textThe study aimed to explore links between social withdrawal subtypes and internalizing problems among children during the COVID-19 pandemic. Participants were N = 748 children (387 girls) aged 7–11 years (M = 8.91, SD = 1.07) attending primary schools in Italy. Children completed an online questionnaire assessing subtypes of social withdrawal (i.e., shyness, social avoidance, unsociability) and indices of internalizing problems (i.e., social anxiety, loneliness, depression). Among the results, shyness was positively associated with social anxiety, depression, and loneliness. Unsociability was related to depression but not to social anxiety and loneliness. Social avoidance was positively related to loneliness and depression (particularly among older children) and negatively associated with social anxiety (particularly among boys). Results are also discussed in terms of the implications of the different subtypes of social withdrawal in late childhood and early adolescence
The Moderating Role of Prosocial Behaviors in the Links between Child Shyness and Internalizing Difficulties
No full textShyness is a temperamental trait characterized by excessive fear and anxiety, especially in
new social contexts (Rubin et al., 2009). Shy children are more disposed to internalizing
difficulties, particularly symptoms of social anxiety (Sandstrom et al., 2020). It is important to
identify protective factors, like prosocial behaviors (PB; i.e., actions that benefit others;
Eisenberg et al.,2015) that may attenuate negative outcomes for shyness. This study examined
the moderating role of PB in the links between shyness and internalizing difficulties.
Participants were N=216 children (118 girls) aged 8-14 years (M age =11.07, SD=1.62). Children
completed an online questionnaire to assess shyness (Crozier, 1995; α=.87), social anxiety (La
Greca & Stone,1993; α=.92), depression (Kovacs, 2003; α=.88), loneliness (Asher &
Wheeler, 1985; α=.78), and PB (Goodman, 1997; α=.67). Among the results, PB was
negatively related to depression (r=-.30, p<.001) and loneliness (r=-.27, p<.001). Multivariate
regression analysis also indicated significant interaction effects between shyness and PB in
the prediction of social anxiety. Follow-up simple slope analyses indicated that the positive
association between shyness and social anxiety was attenuated at higher levels of PB (β=.50,
p<.001) compared to lower PB (β=.72, p<.001). Overall, PB can be a protective factor for
shyness in later childhood and early adolescence
Linking shyness with social and school adjustment in early childhood: the moderating role of inhibitory control
No full textResearch Findings: The aim of the present study was to examine the moderating role of inhibitory control (IC) in the associations between shyness and young children’s social and school adjustment. Participants were 112 Italian children (M = 56.85 months, SD = 10.14) enrolled in preschool. Parents and teachers assessed child shyness and IC as well as indices of social and school adjustment. Children were interviewed to assess vocabulary. Results from hierarchical multiple regression analyses revealed several significant interaction effects between shyness and IC in the prediction of outcome variables. Follow-up simple slope analyses indicated that among children with higher levels of IC, shyness was negatively related to prosocial behavior and popularity. In contrast, among children with lower levels of IC, shyness was positively associated with regulated school behaviors. Practice or Policy: The findings provide evidence to suggest that the combination of shyness and IC may contribute to children’s behavioral rigidity, which in turn may promote social and school adjustment difficulties
Successful transition to elementary and the implementation of facilitative practices specified in the Reggio-Emilia philosophy
No full textSystematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally
as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors.
We followed 288 students across a transition from preschool to elementary school.
Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly
fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions
in the Reggio-Emilia tradition is associated with successful post-transition adjustment
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