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Guo Y, Zhao Y, Yang X. Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals-A Cross-Sectional Survey Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:824. [PMID: 36613146 PMCID: PMC9819276 DOI: 10.3390/ijerph20010824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 12/28/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.
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Affiliation(s)
- Yan Guo
- Department of Music, Taiyuan Normal University, Jinzhong 030619, China
| | - Yuehan Zhao
- Faculty of Education, University of Cambridge, Trinity Lane, Cambridge CB2 1AG, UK
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
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Sette S, Zava F, Baumgartner E, Laghi F, Coplan RJ. Examining links between social withdrawal subtypes and internalizing problems among Italian primary school children. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2086118] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Affiliation(s)
- Stefania Sette
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Federica Zava
- Department of Education, Roma Tre University, Rome, Italy
| | - Emma Baumgartner
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Fiorenzo Laghi
- Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy
| | - Robert J. Coplan
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
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Chen Y, Zhang H, Liu Z, Hu Y, Fang X, Liu K. Shyness and classroom performance in junior school students: A moderated mediation model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02865-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Metin Aslan Ö, Boz M. Moderating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviors. The Journal of Genetic Psychology 2022; 183:180-196. [PMID: 35081879 DOI: 10.1080/00221325.2022.2029811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.
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Affiliation(s)
- Özge Metin Aslan
- Department of Primary Education, Division of Preschool Education, Alanya Alaaddin Keykubat University, Alanya/Antalya, Turkey
| | - Menekşe Boz
- Faculty of Education, Department of Primary Education, Division of Preschool Education, Hacettepe University, Ankara, Turkey
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Fırat S, Gül H, Aysev A. Distinguishing SCT Symptoms from ADHD in Children: Internal and External Validity in Turkish Culture. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2019. [DOI: 10.1007/s10862-019-09750-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Sikora RM. Teachers' social support, somatic complaints and academic motivation in children and early adolescents. Scand J Psychol 2019; 60:87-96. [PMID: 30633372 DOI: 10.1111/sjop.12509] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Accepted: 11/06/2018] [Indexed: 11/29/2022]
Abstract
The study aim was to find out what is pupils perception of teachers' support and to check if different types of perceived support are connected with the level of somatic symptoms reported by students at school. Additionally the study searched for possible links between students' evaluation of teachers 'as instructors, guides and caregivers' and their motivation to attend the class and to study the subject. The results show that students perceived informative teachers' support as the most available. Prevalent somatic symptoms reported by students were those connected with tiredness, distraction, low energy and pain. Teachers' evaluation was positively linked to academic motivation. High level of perceived (1) emotional, (2) informational teachers support and a (3) high 'mark' prescribed by student to the teacher via teachers' evaluation were negatively related to somatic symptoms. Due to students composition i.e. children originating from different economic backgrounds, the support perception from this perspective was also analysed. The study results indicate that teachers' support perception by children living in harsh economic conditions depended on the division in which they attend the school.
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Gao F, Guo Z, Tian Y, Si Y, Wang P. Relationship Between Shyness and Generalized Pathological Internet Use Among Chinese School Students: The Serial Mediating Roles of Loneliness, Depression, and Self-Esteem. Front Psychol 2018; 9:1822. [PMID: 30420818 PMCID: PMC6215833 DOI: 10.3389/fpsyg.2018.01822] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2018] [Accepted: 09/06/2018] [Indexed: 01/24/2023] Open
Abstract
The present study aimed to explore the mediating effects of loneliness, depression, and self-esteem on the association between shyness and generalized pathological Internet use (GPIU). A total of 5215 school students completed questionnaires regarding shyness, loneliness, depression, self-esteem, and GPIU (aged 11-23 years old, M = 16.19, SD = 3.10). The self-reported scores for GPIU, shyness, loneliness, depression, and self-esteem were tested in students from elementary schools to universities. The results of a variance analysis indicated that senior high school students had the greatest prevalence of GPIU of all the study stages. With the study stages resolved, the results of a structural equation model revealed that: (a) shyness positively predicted GPIU; (b) shyness/loneliness/depression predicted GPIU through self-esteem; (c) shyness predicted GPIU through loneliness/depression → self-esteem; and (d) shyness predicted GPIU through loneliness → depression → self-esteem. In conclusion, these results provided significant implications for preventing or reducing GPIU in Chinese school students.
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Affiliation(s)
- Fengqiang Gao
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Zongxin Guo
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Yu Tian
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Yingdong Si
- Department of Psychology, Shandong Normal University, Jinan, China
| | - Peng Wang
- Department of Psychology, Shandong Normal University, Jinan, China
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Çetinkaya M, Üneri ÖŞ, Göker Z. Serum oxytocin and vasopressin levels in children with social anxiety disorder and the effects of parent characteristics. PSYCHIAT CLIN PSYCH 2018. [DOI: 10.1080/24750573.2018.1505280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Affiliation(s)
- Miray Çetinkaya
- Department of Child and Adolescant Psychiatry, Dr. Sami Ulus Maternity and Child Health Training Hospital, Ankara, Turkey
| | - Özden Şükran Üneri
- Department of Child and Adolescant Psychiatry, Ankara Child Health and Hematology/Oncology Training and Research Hospital, Ankara, Turkey
| | - Zeynep Göker
- Department of Child and Adolescant Psychiatry, Ankara Child Health and Hematology/Oncology Training and Research Hospital, Ankara, Turkey
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Sadeghi Bahmani D, Faraji P, Faraji R, Lang UE, Holsboer-Trachsler E, Brand S. Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample. ACTA ACUST UNITED AC 2018. [PMID: 29538489 PMCID: PMC6899408 DOI: 10.1590/1516-4446-2017-2434] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Objective: Whereas several studies have predicted academic achievement (AA) as a function of favorable cognitive factors and low negative emotional functioning (such as depression and anxiety), little is known about its associations with cognitive-emotional states of positive emotional functioning, such as social satisfaction. The present study sought to evaluate associations of AA with dimensions of negative and positive emotional functioning. Method: This cross-sectional study enrolled 275 students (mean age, 21.24 years; 66.1% females), who completed questionnaires covering sociodemographic parameters and AA scores, as well as measures of loneliness and depression (representing negative emotional functioning) and social satisfaction (representing positive emotional functioning). Results: Lower scores for negative and higher scores for positive emotional functioning were associated with higher AA scores. Multiple regression analysis showed that AA was predicted independently by both low negative and high positive emotional functioning. No gender differences were observed. Conclusions: The pattern of results observed in this study suggests that opposing dimensions of emotional functioning are independently related to AA. Students, educators, and health professionals dealing with students should focus both on increasing social satisfaction and on decreasing feelings of loneliness and depression.
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Affiliation(s)
- Dena Sadeghi Bahmani
- Center for Affective, Stress and Sleep Disorders (ZASS), Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland.,Sleep Disorders Research Center, Kermanshah University of Medical Sciences (KUMS), Kermanshah, Iran
| | - Parviz Faraji
- Ardabil University of Medical Sciences, Ardabil, Iran
| | - Robab Faraji
- Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
| | - Undine E Lang
- Center for Affective, Stress and Sleep Disorders (ZASS), Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland
| | - Edith Holsboer-Trachsler
- Center for Affective, Stress and Sleep Disorders (ZASS), Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland
| | - Serge Brand
- Center for Affective, Stress and Sleep Disorders (ZASS), Psychiatric Clinics (UPK), University of Basel, Basel, Switzerland.,Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland.,Substance Abuse Prevention Research Center and Sleep Disorders Research Center, Kermanshah University of Medical Sciences (KUMS), Kermanshah, Iran
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