Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/73381

TEMPERAMENTAL SHYNESS, EFFORTFUL CONTROL, AND PSYCHOSOCIAL ADJUSTMENT IN CHINESE CHILDREN

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Title:TEMPERAMENTAL SHYNESS, EFFORTFUL CONTROL, AND PSYCHOSOCIAL ADJUSTMENT IN CHINESE CHILDREN
Authors:Stacy, Taylor
Contributors:Xu, Yiyuan (advisor)
Psychology (department)
Keywords:Clinical psychology
Developmental psychology
adjustment
Chinese
effortful control
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Date Issued:2020
Publisher:University of Hawai'i at Manoa
Abstract:Shyness in children has been shown to be associated with a variety of psychosocial adjustment outcomes in Western populations, including elevated internalizing symptoms and relatively low social competence. The current study focused on temperamental shyness, psychosocial adjustment, and effortful control in China, a non-Western context where cultural norms and societal expectations may vary with regard to these constructs. Teachers completed questionnaires about 204 Chinese children’s temperamental shyness, effortful control, and psychosocial adjustment at the start of preschool and from ages three to six years. Linear mixed modeling was used to examine the trajectories of temperamental shyness, effortful control, and psychosocial adjustment from age three to six. Results of this study indicated that 1) temperamental shyness tended to decrease linearly over time, 2) temperamental shyness was associated with increased anxious/fearful behaviors and lower prosocial behaviors, and 3) there was a significant interaction between temperamental shyness and inhibitory control to predict peer exclusion. The findings of this study help explain cultural differences in temperamental shyness, effortful control, and psychosocial adjustment, specifically within the Chinese culture.
Pages/Duration:146 pages
URI:http://hdl.handle.net/10125/73381
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: M.A. - Psychology


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