Shyness subtypes and associations with social anxiety: A comparison study of Canadian and Chinese children

Previous research has shown that there are distinct types of children's shyness within eastern and western cultures, with different origins, developmental courses, and outcomes. However, the measures used to examine children's shyness in eastern contexts have been developed almost exclusively in the North American context. Whether shyness subtypes and their predictive associations are conserved between western and eastern cultures on a children's shyness measure developed in an eastern context is an empirical question. Here we examined (a) whether two subtypes from the Chinese Shyness Scale (i.e., anxious and regulated) were identified in a western context, and (b) whether cultural context moderated the relation between the two subtypes of shy behavior and a widely used western characterized social anxiety measure. The participants were children aged 3-5 years from China (Mage = 4.46 years, SD = 0.64, n = 182, 53.8% boys) and Canada (Mage = 3.99 years, SD = 0.82, n = 201, 42.3% boys). The results indicated that the two shyness subtypes and the one-factor social anxiety construct were identified in both cultures. Subsequently, latent moderation structural equation modelling revealed that anxious shyness was significantly and positively related to social anxiety in children from both countries, but more strongly in Canada. Conversely, regulated shyness was significantly and positively related to social anxiety in Canadian children, but not in Chinese children. Findings are discussed regarding possible cultural explanations for why the relations between two Chinese shyness subtypes and social anxiety are different in Chinese and Canadian contexts and their implications to understanding cross-cultural differences in developmental shyness. RESEARCH HIGHLIGHTS: Two subtypes of shyness (anxious and regulated shyness) reported in China were identified in both China and Canada Country/culture moderated the relation between shyness subtypes and social anxiety Anxious shyness was positively related to social anxiety in both countries Regulated shyness was positively related to social anxiety in Canadian children, but not in Chinese children.

Links between Child Shyness and Indices of Internalizing Problems during the COVID-19 Pandemic: The Protective Role of Positivity

Shyness in childhood has been linked to socio-emotional difficulties such as anxiety, depression, and loneliness. On the contrary, positivity (i.e., a personal tendency to see oneself, life, and future in a positive light) has been described as a protective factor. Given the challenges experienced by children during the first wave of the COVID-19 pandemic (e.g., closure of school and confinement), we aimed to test the potential protective role of positivity and how it may link child shyness and indices of internalizing problems (i.e., anxiety, depression, loneliness) during the first wave of the pandemic. Participants were N = 236 children (M_age = 9.25 years, SD = 1.20) from Italy, Spain, and the United Kingdom, the three worst-hit countries in Europe when the data were collected (April-June, 2020). Children completed online self-evaluation scales to assess temperamental shyness, positivity, and indices of internalizing problems during the COVID-19 pandemic. Results from a multivariate regression analysis revealed significant interaction effects between shyness and positivity in the prediction of outcome variables. Follow-up simple slope analyses indicated that shyness was positively related to depression only among children with lower levels of positivity. The study highlights the role of children's positivity in buffering the pernicious link between shyness and their negative feelings during the pandemic. The practical implications of these findings are discussed.

Relationships Between Children's Shyness, Play Disconnection, and Loneliness: Moderating Effect of Children's Perceived Child-Teacher Intimate Relationship

Loneliness is a significant problem that predicts immediate and long-term negative outcomes for young children. This study examines the mediating effect of children's play disconnection on the relationship between their shyness and loneliness, as well as the moderating effect of children's perceived child-teacher intimate relationship on the relationships between child shyness, play disconnection, and loneliness. Participants include 171 4 to 6 year old South Korean children and their teachers and mothers. Children's teachers were asked to respond to the questions measuring child shyness and play disconnection, and the mothers assisted their children to answer the questions measuring child loneliness and child-teacher intimate relationship. The results of the study are as follows. First, child shyness affected loneliness via play disconnection. Second, child-teacher intimate relationship moderated the relationships between child shyness and loneliness and between child shyness and play disconnection. However, the association between play disconnection and loneliness was not moderated by child-teacher intimate relationship. The findings of the study suggest that teachers not only provide shy children with emotional support but also build affectionate and intimate relationships with them to support their peer play and to reduce their feelings of loneliness.

Chinese Mothers' Cultural Models of Children's Shyness: Ethnotheories and Socialization Strategies in the Context of Social Change

Research by Xinyin Chen and others has documented that in past decades, shyness in Chinese children was associated with leadership, peer-acceptance, and academic achievement. In contemporary China, shyness predicts maladaptive youth outcomes. Although social, political, and economic transitions are presumed to be responsible for this shift, little is known about how societal change mediates parents' beliefs and the socialization of shy children. This qualitative study explored implicit parenting cognitions and attitudes about shyness in a Chinese urban middle-class group of mothers (N = 20). Thematic analyses revealed mothers' beliefs about the role of family socialization in the development/maintenance of shyness and the complexities between shyness and introversion. Mothers spoke of increased use of child-centered parenting practices and the promotion of assertive and self-assured traits. These findings highlight how Chinese parenting has contributed to the decline in the adaptive value of shyness, and inform the development of parenting interventions for shy Chinese children.

Associations among shyness, interpersonal relationships, and loneliness in college freshmen: A longitudinal cross-lagged analysis

This short-term longitudinal study examined the reciprocal associations among shyness, interpersonal relationships, and loneliness in a sample of 361 Chinese college freshmen (138 male students, mean age = 18.57 years). A fully cross-lagged panel design was used in which shyness, interpersonal relationships, and loneliness were assessed at three time points separated by 8 months. The results indicated that the associations among shyness, interpersonal relationships, and loneliness were dynamic and bidirectional. The self-report scores and the pattern of cross-lagged associations among shyness, interpersonal relationships, and loneliness were the same for male and female students at all three times. Implications for loneliness interventions and future research directions are provided.

Gender differences in the prevalence and impact factors of hysterical tendencies in adolescents from three eastern Chinese provinces

BACKGROUND

Few studies have attempted to compare the differences in the prevalence and impact factors of hysterical tendencies (HTs) in adolescents. Thus, the aim of this study was to examine gender differences in the prevalence and impact factors of adolescents' HTs across three eastern Chinese provinces (Anhui, Jiangsu, and Zhejiang).

METHODS

A multicenter, school-based, cross-sectional study was conducted in three provinces (Anhui, Jiangsu, and Zhejiang) in China in 2014. The sample included 10,131 middle-school students aged 13-18 years who were randomly selected using a multiphase, stratified, cluster sampling technique. A two-stage appraisal procedure was used to determine the adolescents' HTs. We also designed a multicenter, school-based, case control (1329 cases with 2661 control individuals) study to collect data on the common factors affecting this population using a common protocol and questionnaire.

RESULTS

An overall positive rate of HTs among adolescents across the three eastern Chinese provinces studied was found at 13.1% (95% confidence interval (CI) 12.5-13.8%), at 14.5% (95% CI 13.3-15.7%) for females, and at 12.2% (95% CI 11.1-13.4%) for males. Gender-stratified, multiple conditional regression analyses revealed that superstitious beliefs pertaining to life, somatotype, teacher-student satisfaction, and family achievement orientation were significantly linked to HTs only in males, while left-behind adolescents, emotional and social adaptation, teacher-student support, family cohesion, and the Hospital Anxiety and Depression Scale - depression scores were significantly associated with female HTs only. The models indicated that of all the independent variables studied, family medical history was the strongest impact factor for both male HTs (adjusted matched odds ratio (amOR) = 2.92, 95% CI = 1.84-4.86) and female HTs (amOR = 2.74, 95% CI = 1.59-4.98).

CONCLUSIONS

HTs are prevalent among adolescents in the three eastern Chinese provinces studied. Gender differences in the prevalence and impact factors of HTs are significant in adolescents, and HTs seem to affect more females than males. Therefore, sex-specific intervention programs against HTs in adolescents should be considered to reduce HT prevalence in adolescents by modifying influential social, school, and family factors.