Socioemotional competence, self-perceptions, and receptive vocabulary in shy canadian children
Given existing gendered stereotypic assumptions regarding shyness and children’s school competencies, this study explored relations among socioemotional competencies, self-perceptions, and receptive vocabulary in shy children. Ninety-one Canadian children (52 girls, 39 boys; 5-8 years) were class...
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| Format: | Article |
| Language: | English |
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Kura Publishing
2012-06-01
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| Series: | International Electronic Journal of Elementary Education |
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| Online Access: | https://iejee.com/index.php/IEJEE/article/view/196/192 |
| Summary: | Given existing gendered stereotypic assumptions regarding shyness and children’s school
competencies, this study explored relations among socioemotional competencies, self-perceptions,
and receptive vocabulary in shy children. Ninety-one Canadian children (52 girls, 39 boys; 5-8 years)
were classified as shy (n = 26) based on teachers’ behavioural ratings (n = 8), and completed selfperception
and vocabulary measures. Compared to their non-shy peers, shy children reported lower
levels of self-worth, and were rated by their teachers as more aggressive. Shy girls scored the lowest
on the vocabulary task, and received the highest teacher emotional competence ratings. Shy boys
scored the highest on the vocabulary task, and received the lowest emotionally competence ratings.
Gender-role stereotypes and shyness and their educational implications are discussed. |
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| ISSN: | 1307-9298 1307-9298 |