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Gepubliceerd in: Journal of Abnormal Child Psychology 5/2013

01-07-2013

Relations between Shyness-Sensitivity and Internalizing Problems in Chinese Children: Moderating Effects of Academic Achievement

Auteurs: Xinyin Chen, Fan Yang, Li Wang

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 5/2013

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Abstract

Shy-sensitive children are likely to develop adjustment problems in today’s urban China as the country has evolved into an increasingly competitive, market-oriented society. The main purpose of this one-year longitudinal study was to examine the moderating effects of academic achievement on relations between shyness-sensitivity and later internalizing problems in Chinese children. A sample of 1171 school-age children (591 boys, 580 girls) in China, initially at the age of 9 years, participated in the study. Data on shyness, academic achievement, and internalizing problems were collected from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness positively and uniquely predicted later loneliness, depression, and teacher-rated internalizing problems, with the stability effect controlled, for low-achieving children, but not for high-achieving children. The results indicate that, consistent with the stress buffering model, academic achievement may be a buffering factor that serves to protect shy-sensitive children from developing psychological problems.
Voetnoten
1
We analyzed the data with the sadness item taken out from the shyness-sensitivity composite. The results concerning the main effects and interactions were similar but a little weaker. The major difference was that among the three interactions between shyness-sensitivity and academic achievement, which were the main focus of the study, the one in predicting depression was significant with the original 3-item composite but non-significant with the 2-item composite. The generally weaker results were mainly due to decreased reliabilities (from 0.71 to 0.60 at Time 1 and from 0.76 to 0.68 at Time 2) of the measure because similar changes in the results occurred when any of the other items was taken out.
 
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Metagegevens
Titel
Relations between Shyness-Sensitivity and Internalizing Problems in Chinese Children: Moderating Effects of Academic Achievement
Auteurs
Xinyin Chen
Fan Yang
Li Wang
Publicatiedatum
01-07-2013
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 5/2013
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-012-9708-6

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