Levels Of Shyness Research Articles

The Impact of Socioeconomic Status on Levels of Shyness among Adolescent Students

The study aims to examine the impact of socioeconomic status on the level of Shyness among Adolescent students. The study was based on Quantitative research design. The population of the study consists of secondary school students in District Chitral Khyber Pakhtukhwa Pakistan. Stratified Simple Random Sampling Technique was used for the study. The sample of 300 adolescent students were selected with 50% boys and 50% girls. To check the level of shyness McCroskey Shyness Scale was employed. Data were analyzed by mean of SPSS version 25. The findings revealed that the level of shyness is higher in the students coming from lower economic backgrounds as compared to the students coming from middle and upper economic backgrounds. Moreover, the lower economic background of students has a significant impact on levels of shyness. Given the findings, parents and teachers are suggested to factor in these facts while dealing with the adolescent students.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ-ЛОГОПЕДІВ

The article analyzes the concept of "communicative competence." The components of communicative competence are examined, along with obstacles in interpersonal interactions, such as communicative barriers and individual psychological properties. The necessity of developing communicative competence in future speech therapists is emphasized. The study found that students majoring in "Special Education" exhibit average to low levels of communicative competence. Regarding the level of shyness, the obtained results shoved that 15% of respondents have a low level of shyness, 17.5% have an average level, 50% have a high level, and 17.5% have a very high level of shyness. Further, it was found that 3% of respondents do not experience any emotional barriers in interpersonal communication, 10% have some emotional difficulties in everyday communication, 55% experience emotions that somewhat complicate interactions with others, and 32% find that emotions hinder their ability to establish contacts The article also discusses the communicative challenges faced by future correctional teachers, which significantly impede their ability to communicate with children who have speech disorders. To address these issues, the article proposes incorporating more communicative disciplines into the training curriculum for correctional teachers, increasing students' theoretical understanding of communication issues with children with speech disorders, creating a methodological base, and preparing teachers to use interactive methods in lectures and seminars. Additionally, it suggests employing training methods to help students acquire practical skills in business and interpersonal communication.

Opening the Gateway to Oral Participation: Exploring Facilitative Contextual Factors in the Association Between Student Shyness and Hand Raising

This field study examined factors that might influence hand raising in students with high levels of shyness. Data were assessed using student self-reports of shyness and social relatedness factors (student-teacher relationship and peer relationship), observations of instructional factors (wait time, warm calling, class size, and school subject), and behavioral measures of hand raising among 204 middle school students during a school week. Multilevel analyses show that student-teacher relationship and warm calling facilitate hand raising of highly shy students, but also that they less likely raise their hands the better their peer relationship. Thus, the results suggest that both social relatedness and instructional factors can promote hand raising in highly shy students, opening the gateway to their oral participation.

Examining Links Between Motivations for Social Withdrawal, Time Spent Alone, and Indices of Internalizing Problems in Childhood and Early Adolescence

This study investigated links between motivations for social withdrawal, time spent alone, and indices of internalizing difficulties. Participants were 169 ( n = 96 girls) children and early adolescents aged 8–14 years ( M age = 10.82, SD = 1.78). Children completed self-report measures of motivations for social withdrawal (shyness, unsociability), time spent alone, and indices of internalizing difficulties (social anxiety, depression, loneliness), whereas parents provided a broader rating of children’s internalizing symptoms. Among the results, at higher levels of shyness, time spent alone was positively related to social anxiety, but this association was attenuated at lower levels of shyness. Higher levels of unsociability weakened the positive association between time spent alone and loneliness. Time alone was more strongly related to depression for early adolescents. These findings highlight the differential implications of solitude for shy children and early adolescents, who might experience more discomfort and anxiety compared to their more unsociable counterparts.

Psychological correction behavioral component of shyness of future psychologists

The article raises necessary issue of implementation system reducing shyness by future psychological students as a necessary prerequisite for training and professional development future specialists. Psychocorrective work for shy students (future psychologists) involves conducting psychosocial training "Reducing shyness of future psychologists", which is aimed at optimizing structural components (cognitive, affective, behavioral). The article focuses on the psychocorrection personal formations of behavioral shyness component: introversion, which was studied by using the K.G. Jung questionnaire; subordinate type of behavior, which was studied by using T. Leary's method of diagnosing interpersonal relations. The relationship between the type of attitude towards others and the shyness levels by future psychologists is presented; identified introverts, amboverts, extroverts among students with different shyness levels (high, medium, low). The theoretical and methodological basis formative experiment was analyzed: person-oriented (principles of empathy, positive and non-valuable attitude), behavioral (production and consolidation of new behavior ways, expansion range behavioral actions, elimination or change erroneous forms behavior), cognitive approaches (work with intolerant beliefs). The formation behavioral practices is presented by cognitive-behavioral praxis social courage focusing on practicing skills behaving in crowd, correctly conveying information (verbally, non-verbally), convincing, attracting attention, recognizing danger; training on the formation of leadership coping strategies aimed at the formation of effective strategies for solving difficult life situations, finding ways of emotional support, developing emotional stability.

INVESTIGATION OF THE RELATIONSHIP BETWEEN BORDERLINE PERSONALITY TRAITS, SHYNESS AND ANGER

Borderline individuals struggle with self-control and exhibit volatility in both their thinking and actions. The main aim of the research is to investigate the relationship between borderline personality traits, shyness and anger. In the study, a relational screening approach was employed. Four hundred ten adults, 207 males (50.5%) and 203 females (49.5%) aged 18-45 years, took part in the study using a simple random sampling method. The study's data collection tools are the Shyness Scale, Borderline Personality Scale-BPQ, Trait Anger (SL- Anger) Scale, and Personal Information Form. The SPSS 25 program was used to analyze the data that were gathered for this study. The Independent T-Test and ANOVA Test were used to compare continuous variables that provide normal distribution as a result of the test. The Pearson Correlation coefficient was used to analyze the relationship between continuous variables. Results indicate that as the level of borderline personality traits increased, the levels of constant anger, internalized anger, externalized anger, and shyness increased; the level of anger control decreased. In addition, intense anger, which is a borderline personality trait, predicts constant anger, externalized anger, and anger control. Emptiness also predicts internalized anger and shyness.

A Psychological Study on Shyness Among High School Students

The present study was conducted to study the gender difference in the level of shyness among high school students. The sample consisted of 119 participants comprising of 54 boys and 65 girls belonging to the age group of 13-15 years. The study adopted comparative research design and purposive sampling design. The tool used in the present study was, Revised Cheek and Buss Scale (RCBS13) (Cheek, 1983). The result was analysed using independent sample t test. The result indicated, significantly higher level of shyness among high school girls compared to high school boys.

Not too shy to point! Exploring the relationship between shyness and pointing in the second year.

Infants' use of pointing gestures to direct and share attention develops during the first 2years of life. Shyness, defined as an approach-avoidance motivational conflict during social interactions, may influence infants' use of pointing. Recent research distinguished between positive (gaze and/or head aversions while smiling) and non-positive (gaze and/or head aversions without smiling) shyness, which are related to different social and cognitive skills. We investigated whether positive and non-positive shyness in 12-month-old (n=38; 15 girls) and 15-month-old (n=45; 15 girls) infants were associated with their production of pointing gestures. Infants' expressions of shyness were observed during a social-exposure task in which the infant entered the laboratory room in their parent's arms and was welcomed by an unfamiliar person who provided attention and compliments. Infants' pointing was measured with a pointing task involving three stimuli: pleasant, unpleasant, and neutral. Positive shyness was positively associated with overall pointing at 15months, especially in combination with high levels of non-positive shyness. In addition, infants who displayed more non-positive shyness pointed more frequently to direct the attention of the social partner to an unpleasant (vs. neutral) stimulus at both ages. Results indicate that shyness influences the early use of pointing to emotionally charged stimuli.

Shyness in Female College Students And its relation to some Variables

The human being is a social being and human communication is a fundamental axis in the process of social interaction, and the characteristic of social shyness grows through the interaction of the individual with his environment. Identifying the level of shyness among university students, and identifying the differences in shyness among university students according to specialization (scientific, humanities). In order to achieve the objectives of the research, the researcher prepared a measure of shyness based on Zimbardo's theory, and the components that he identified are the (behavioral, cognitive, and emotional components). The validity and reliability were calculated using the Cronbach's alpha method, reaching (0.94), and the scale in its final form consisted of (38) items valid for measuring shyness. The researcher applied the scale to a research sample of (160) female students from two majors (scientific, humanities). The researcher reached some conclusions, the most important of which are: The individuals in the research sample do not have high shyness, and there is no statistically significant difference in shyness between female students in scientific and humanities colleges.

Shyness and Willingness to Communicate: Levels, Correlations, and Perspectives of Saudi EFL Learners

A primary effort has been exerted in the literature to examine how influential affective factors are in language learning. The present study extends these attempts and aims at reviewing the levels of shyness and willingness to communicate among EFL learners and the relation between these two affective factors and their impact on communication skills inside the class from the students’ perspectives. It sheds light on the need to consider the effects of these personal traits on students’ learning. 360 Saudi EFL learners at a Saudi public university completed the shyness and willingness to communicate scales. For further analysis, the researchers interviewed 27 students to explore their perceptions of how these two aspects affect their communication skills inside the class. Quantitative data analysis showed that most participants were at the mid-levels of both scales. Furthermore, there was a negative correlation between the participants’ shyness and their overall willingness to communicate and its subcategories, with the highest correlation value between shyness and these subcategories: strangers, meetings, and public speaking. Qualitative analysis exhibited the participants’ perceptions, misconceptions, correlations of the two variables, and determinants of the participants’ levels of shyness and WTC. The findings of this study shed light on the importance of considering these factors for more successful learning/teaching experiences.

Diagnosing shyness in children and adolescents: a comparative analysis of different methods

The aim of the article is to discuss the tools used for diagnosing shyness in children and adolescents. Increasingly, scholars emphasize the multidimensionality of the concept of shyness, as shy children and teenagers exhibit various specific characteristics. It is important to note that the same level of shyness in different children does not necessarily result in the same behaviour. Additionally, among the methods used for diagnosing shyness in children and adolescents, significant differences in approach can be observed, with some methods capturing certain aspects of shyness more than others. Moreover, the diversity of methods used in the diagnosis of shyness in children and adolescents also depends on their age, with some methods intended for infants and toddlers, others for preschool or school-aged children, and others for adolescents. The most commonly used diagnostic methods include self-report questionnaires or assessment questionnaires. Other methods used in the diagnosis of shyness include observation, behavioural experiments, and sociometry. While the article focuses mainly on tools used in Poland, it provides essential information about the limitations and advantages of individual methods. It is important to note that there is no single method that can fully capture the phenomenon of shyness. Therefore, combining several methods seems like a reasonable approach. The information presented in this article highlights various ways of using diagnostic tools for shyness in children and adolescents. This information should help specialists make informed decisions when selecting appropriate diagnostic methods. Additionally, the article can serve as an inspiration for further research on the diagnosis of shyness.

Hubungan antara Shyness dengan Problematic Internet Use pada Siswa SMP

Problematic internet use is one of the phenomena that occurs related to internet use in junior high school students. The internet becomes an alternative for shyness individuals to satisfy and express their feelings, social and emotional needs, which are not expressed directly or offline. When internet use is uncontrolled and excessive, it will make individuals problematic. This study aims to determine the relationship between shyness and problematic internet use. The subjects of this study were junior high school students who used the internet excessively, consisting of 126 students, 38 male students (30.2%) and 88 female students (69.8%). This study used quantitative methods. The data obtained were analyzed using Pearson product moment correlation technique. The results showed that there is a significant relationship between shyness and problematic internet use with a correlation coefficient value of 0.744 and a significance value of 0.000. This value proves that there is a positive relationship between shyness and problematic internet use in junior high school students, the higher the level of shyness, the higher the level of problematic internet use experienced.

The Influence of Shyness on Language Assessment.

The goal of this study is to examine how shyness affects a child's performance on language assessments that vary in sociability. We hypothesized that accuracy on language tasks would be driven by shyness such that shyer children would perform better on nonsociable tasks compared to sociable tasks. The procedures followed a quasi-experimental design. One hundred twenty-two participants, ages 17-42 months and varying in their temperament, each underwent a series of three language tasks. The order of tasks was randomized, and each task varied in the social interaction required: a looking task, a pointing task, and a production task. Data were collected via Zoom, and parents reported their child's shyness level via the Early Child Behavior Questionnaire. Shyness was compared with participants' accuracy across the three tests while controlling for age and vocabulary percentile. There were significant differences in children's performance across the tasks, with respect to shyness. Shyer children performed worse on the production task compared to less shy children. All children did well on the pointing task regardless of shyness level, but performance was more nuanced on the looking task such that shyer children were at times more accurate but also less likely to respond in general. As shown by these results, shyer and less shy children respond differentially to methods of language assessment that vary in sociability. It is important for clinicians to acknowledge shyness when choosing an appropriate assessment of children's language. Future direction includes assessing performance on standardized assessments. https://doi.org/10.23641/asha.23845521.

Meningkatkan Hasil Belajar Akidah Akhlak melalui Model Pembelajaran Komperatif Tipe Make A Match di SMA Islam Serambi Mekkah Meulaboh

The aim of this study is to investigate the effectiveness of implementing the Make a Match cooperative learning model in enhancing the learning outcomes related to the topic of virtuous character in the subject of Akidah Akhlak (Faith and Morality) among 21 students in the 11th grade of Serambi Mekkah Islamic High School. The research subjects consisted of a total of 21 students from the school. The data analysis was conducted using the classical mastery approach. In the first cycle of the instructional intervention, which involved group-based learning, the level of classical mastery was observed to be 52.38%, with 11 out of 21 students achieving a satisfactory level of mastery. This outcome can be attributed to the students' hesitancy to ask questions, as evidenced by their behavior during the completion of the provided worksheets. Furthermore, the interaction among the students within the groups was primarily dominated by the more academically proficient students. Additionally, students exhibited a certain level of shyness when it came to presenting in front of the class, as indicated by their unpreparedness during group presentations. In the second cycle, a notable improvement in the level of classical mastery was observed, reaching 85.71%, with 18 out of 21 students demonstrating a satisfactory level of mastery. This improvement can be attributed to the enhanced student engagement and the commendable performance of both the students and the teachers during the implementation of the learning activities. In conclusion, this study provides empirical evidence that the implementation of the Make a Match cooperative learning model effectively enhances the learning outcomes pertaining to the subtopic of virtuous character among 11th-grade students at Serambi Mekkah Islamic High School.

Oсобенности социально-психологической адаптации и застенчивости у старшекласников

The article is devoted to the study of the features of socio-psychological adaptation and shyness in adolescence. It was experimentally revealed that the majority of schoolchildren in adolescence are characterized by a high level of shyness. At the same time, it was found that a significant number of high school students are dominated by medium and high levels of socio-psychological adaptation. The strong indirect correlation between the levels of shyness and adaptation in adolescence has been revealed. It was experimentally confirmed that high school students with a high level of shyness are characterized by a low level of adaptation.

The Effect of the Creative Drama Activities on Shyness, Self-Esteem, and Mental Well-Being

The purpose of this study was to investigate the effect of creative drama on the levels of shyness, self-esteem, and mental well-being in disadvantaged youth. This study was planned in a single group pretest-posttest design. 10 sessions of creative drama activities were held for each group by the drama-trained researchers approximately 120 minutes per week. The data of the study were collected by using the Personal Information Form, Coopersmith Self-esteem Inventory, Warwick - Edinburgh Mental Well-Being Scale, and Shyness Scale. After transferring the data to the computer-aided SPSS package program, the data were evaluated using percentages, averages and significance tests. While the Self-Esteem Scale average score was 59.846 ± 14.986, the Shyness Scale average score was 61.153 ± 15.032 and Warwick-Edinburg Mental Well-Being Scale average score was 51.096 ± 8.661 before the intervention, it respectively changed to 71.923 ± 13.430, 49.230 ± 12.267 and 55.384 ± 9.088 and these differentiations in all three dimensions were found to be statistically significant. It was observed that 10-week creative drama sessions increased the level of self-esteem and mental well-being of disadvantaged students as well as decreasing the level of shyness. Keywords: youth, creative drama, self-esteem, shyness, mental stress

IGen or shyGen? Generational Differences in Shyness

Generation Z (1997–2012) has been characterized in the popular media as more socially inhibited, cautious, and risk averse than prior generations, but are these differences found between generations on an empirical level? And, if so, are these differences observable within generations in response to acute events such as the COVID-19 pandemic? Using a simplified time-lagged design to control for age effects, we examined between-group differences in self-reported shyness in young adult participants (N = 806, age: 17–25 years) at the same developmental age and university from the millennial generation (tested: 1999–2001; n = 266, Mage = 19.67 years, 72.9% female) and Generation Z (tested: 2018–2020), the latter generation stratified into prepandemic (n = 263, M = 18.86 years, 82.4% female) and midpandemic (n = 277, Mage = 18.67 years, 79.6% female) groups. After first establishing measurement invariance to ensure trustworthy group comparisons, we found significantly higher mean levels of shyness across each successive cohort, starting with millennials, through Generation Z before the pandemic, to Generation Z during the pandemic.

Understanding shyness and psychosocial difficulties during early adolescence: The role of friend shyness and self-silencing

Shyness is a known personality risk factor for psychosocial difficulties during early adolescence, but little is known about sources of heterogeneity in these outcomes and potential mediating mechanisms. This study investigated whether adolescents' own and their friends' levels of shyness are associated uniquely with psychosocial difficulties (anxiety, depressive symptoms, loneliness, friend support), and whether self-silencing (within friendships) is a mediator of the relations between shyness and these difficulties. Participants were 178 young adolescents (54 % female; Mage = 13.71 years), in 89 unique best friend dyads, who completed self-report measures. Actor-partner interdependence mediation models showed both actor and partner effects of shyness on depressive symptoms, and that actor self-silencing mediated the associations between shyness and anxiety and friendship support. Findings are novel and highlight the importance of the dyad in studies of friendship and shyness during adolescence. They also point to self-silencing as a potential mediating mechanism of influence between shyness and intra- and interpersonal adjustment difficulties.

Bimbingan Kelompok Dengan Teknik Self Control Dalam menumbuhkan Rasa Malu (Haya’) Remaja Di Desa Pedamaran

Group Guidance Using Self-Control Techniques in Growing Shyness (Haya') of Adolescents in Pedamaran Village This research aims to find out the effectiveness of i-group guidance with self-control techniques in growing a sense of shyness (haya') towards adolescents. This research uses a quantitative approach to the ion-group experiment. The sample technique used in this research used the random sampling technique in Iran, the data collection technique used the questionnaire (questionnaire), observation and documentation. iData analysis technique iusing iMicrosoft iExcel i2007, iSPSS iVersion i25 and iWilcoxon test. i. Data iteration test ivalidity i0.632 i and i stage test irreliability i0.932. The results of this study show that the level of shyness (feeling) has increased after being guided by the group with the self-control technique. If seen from i, the mean value of ipretest is i99 and it increases iafter ipostest is given, i get an average value i106 i, by using ione-group experiment approach. The results of this study show that i-group guidance with self-control techniques is effective in growing a sense of embarrassment (haya') i-teenagers in iPedamaran's ideas.

Timing of Violence Exposure and Girls' Temperament Stability From Childhood to Adolescence.

Individual differences in temperament (e.g., negative emotionality) are robust early predictors of emotional and behavioral health. Although temperament is often conceptualized as relatively stable across the lifespan, evidence suggests that it may change over time as a function of social context. Extant studies have been limited by cross-sectional or short-term longitudinal designs that have precluded tests of stability as well as factors that may influence stability across developmental periods. In addition, few studies have tested the impact of social contexts that are common for children living in urban and under-resourced environments, such as exposure to community violence. In the present study we hypothesized that levels of negative emotionality, activity, and shyness would decrease across development from childhood to mid-adolescence as a function of early exposure to violence in the Pittsburgh Girls Study, a community study of girls enriched for families living in low-resourced neighborhoods. Temperament was assessed by parent- and teacher-report on the Emotionality Activity Sociability Shyness Temperament Survey in childhood (5-8-years-old), early-adolescence (11-years-old), and mid-adolescence (15-years-old). Violence exposure (e.g., victim of or witness to violent crime, exposure to domestic violence) was assessed annually via child and parent report. Results showed that on average, combined caregiver and teacher reports of negative emotionality and activity level exhibited small but significant reductions from childhood to adolescence, whereas shyness remained stable. Violence exposure in early adolescence predicted increases in negative emotionality and shyness by mid-adolescence. Violence exposure was not associated with stability of activity level. Our findings suggest that exposure to violence, particularly in early adolescence, amplifies individual differences in shyness and negative emotionality, underlying an important pathway of risk for developmental psychopathology.