Shyness and Students' Perceptions of Seminars

Abstract

The aim of this study was to investigate the influence of shyness on students' perceptions of seminars, particularly their estimates of the frequency of their participation, their reasons for remaining quiet in class and their satisfaction with their performance. A questionnaire constructed for this study was administered to a sample of students in one British university along with the Cheek-Buss shyness scale. Across the whole sample, students' knowledge, the content of seminars and the tutor's style of leading them were most frequently endorsed as important reasons for being quiet. Nevertheless reasons related to shyness were judged as very important by approximately 25% of the sample. Scores on the shyness scale were negatively correlated with estimates of participation and were significantly associated with greater emphasis on nervousness and embarrassment as reasons for quietness in class. Factor analysis of questionnaire responses identified three dimensions of perceptions of seminars: confidence in participation, inhibition and positive attitudes. Shy students differed from their peers on all three dimensions and inhibition was a prominent factor in their expressed dissatisfaction with their performance – they are not unwilling to participate but feel inhibited from doing so. The implications of the findings for encouraging participation in class are discussed.