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Gepubliceerd in: Journal of Child and Family Studies 1/2022

08-06-2021 | Original Paper

Shyness, Parent–Child Relationships, and Peer Difficulties During the Middle School Transition

Auteurs: Amanda Bullock, Bowen Xiao, Junsheng Liu, Robert Coplan, Xinyin Chen

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2022

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Abstract

The goal of the present study was to explore the potential moderating role of quality of Parent–child relationships in the relations between child shyness and peer difficulties across the transition to middle school. Participants were 215 children attending public primary schools in Shanghai, People’s Republic of China, who were followed from Grade 5 to Grade 6. Children reported on the quality of their relationships with mothers and fathers (conflict, support), while peer-nominations were used to assess shyness, peer rejection, and peer victimization. Among the results, shyness in Grade 5 was positively associated with peer rejection and peer victimization in Grade 6. The associations between shyness and peer relationship difficulties were stronger among Parent–child relationships characterized by higher levels of conflict and lower levels of support and attenuated among Parent–child relationships characterized by lower levels of conflict and higher levels of support. Gender differences were also found; parent support moderated the relations between shyness and peer difficulties, for girls, but not for boys. At lower levels of parent support, the association between shyness and peer difficulties among girls were stronger. Taken together, the findings offer evidence that the quality of Parent–child relationships function as a moderator, providing support for the Goodness-of-Fit model.
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Metagegevens
Titel
Shyness, Parent–Child Relationships, and Peer Difficulties During the Middle School Transition
Auteurs
Amanda Bullock
Bowen Xiao
Junsheng Liu
Robert Coplan
Xinyin Chen
Publicatiedatum
08-06-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 1/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-021-01979-3

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