Exploring Similarities and Differences Between Shyness and Social Anxiety: An Analysis of Their Relations with Social Emotional and Language Outcomes in Hong Kong Kindergarteners.
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| Title: | Exploring Similarities and Differences Between Shyness and Social Anxiety: An Analysis of Their Relations with Social Emotional and Language Outcomes in Hong Kong Kindergarteners. |
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| Authors: | Wong, Stephanie Choi Yin1 (AUTHOR), Shum, Kathy Kar-man1 (AUTHOR) kkmshum@hku.hk |
| Source: | International Journal of Early Childhood. Apr2025, Vol. 57 Issue 1, p209-230. 22p. |
| Subject Terms: | *Cognitive psychology, *Psychological adaptation, Psycholinguistics, Social anxiety, Social adjustment, Bashfulness |
| Abstract (English): | This study investigates the similarities and differences between Hong Kong kindergarteners' shyness and social anxiety and their possible relations with social emotional adjustment and the development of receptive language abilities. Data were collected from three kindergartens, with 71 children (mean age = 52.6 months, SD = 7.28; 48% boys) and their major caregivers participating at two time points, six months apart. Findings showed that children's shyness and social anxiety levels were strongly correlated, and both were moderately correlated with children's social emotional difficulties. Interestingly, children's shyness uniquely predicted social emotional difficulties beyond social anxiety, but children's social anxiety did not significantly predict their difficulties beyond shyness. Additionally, neither shyness nor social anxiety were found to be associated with children's Cantonese receptive language skills. Our results highlight the strong similarities between shyness and social anxiety. Given the intricate interplay among the constructs examined in this study, more research is needed to further understand their relations and interactions. This knowledge may help educators to identify appropriate intervention targets to facilitate better language outcomes among shy and socially anxious kindergarteners. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Este estudio investiga las similitudes y diferencias entre la timidez y la ansiedad social de los niños de jardín de infancia de Hong Kong y sus posibles relaciones con el ajuste emocional social y el desarrollo de las capacidades del lenguaje receptivo. Se recogieron datos de tres jardines de infancia, con 71 niños (edad media = 52,6 meses, DE = 7,28; 48% varones) y sus cuidadores principales que participaron en dos momentos, con seis meses de diferencia. Los resultados mostraron que los niveles de timidez y ansiedad social de los niños estaban fuertemente correlacionados, y ambos estaban moderadamente correlacionados con las dificultades socioemocionales de los niños. Curiosamente, la timidez de los niños predijo de forma única las dificultades emocionales sociales más allá de la ansiedad social, pero la ansiedad social de los niños no predijo de forma significativa sus dificultades más allá de la timidez. Además, ni la timidez ni la ansiedad social se asociaron con las habilidades lingüísticas receptivas cantonesas de los niños. Nuestros resultados ponen de relieve las grandes similitudes entre la timidez y la ansiedad social. Dada la intrincada interacción entre los constructos examinados en este estudio, se necesita más investigación para comprender mejor sus relaciones e interacciones. Este conocimiento puede ayudar a los educadores a identificar objetivos de intervención apropiados para facilitar mejores resultados lingüísticos entre los niños de preescolar tímidos y socialmente ansiosos. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cette étude examine les similitudes et les différences entre la timidité et l'anxiété sociale des enfants de maternelle de Hong Kong et leurs relations possibles avec l'adaptation émotionnelle sociale et le développement des capacités de langage réceptif. Les données ont été recueillies dans trois jardins d'enfants, avec 71 enfants (âge moyen = 52,6 mois, écart-type = 7,28 ; 48 % de garçons) et leurs principaux responsables participant à deux moments, à six mois d'intervalle. Les résultats ont montré que les niveaux de timidité et d'anxiété sociale des enfants étaient fortement corrélés, et que les deux étaient modérément corrélés avec les difficultés socio-affectives des enfants. Il est intéressant de noter que la timidité des enfants prédit de manière unique les difficultés socio-affectives au-delà de l'anxiété sociale, mais que l'anxiété sociale des enfants ne prédit pas de manière significative leurs difficultés au-delà de la timidité. En outre, ni la timidité ni l'anxiété sociale n'ont été associées aux compétences linguistiques réceptives des enfants en cantonais. Nos résultats soulignent les fortes similitudes entre la timidité et l'anxiété sociale. Étant donné l'interaction complexe entre les concepts examinés dans cette étude, d'autres recherches sont nécessaires pour mieux comprendre leurs relations et leurs interactions. Ces connaissances pourraient aider les éducateurs à identifier des cibles d'intervention appropriées pour favoriser de meilleurs résultats linguistiques chez les enfants timides et socialement anxieux de la maternelle. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates the similarities and differences between Hong Kong kindergarteners' shyness and social anxiety and their possible relations with social emotional adjustment and the development of receptive language abilities. Data were collected from three kindergartens, with 71 children (mean age = 52.6 months, SD = 7.28; 48% boys) and their major caregivers participating at two time points, six months apart. Findings showed that children's shyness and social anxiety levels were strongly correlated, and both were moderately correlated with children's social emotional difficulties. Interestingly, children's shyness uniquely predicted social emotional difficulties beyond social anxiety, but children's social anxiety did not significantly predict their difficulties beyond shyness. Additionally, neither shyness nor social anxiety were found to be associated with children's Cantonese receptive language skills. Our results highlight the strong similarities between shyness and social anxiety. Given the intricate interplay among the constructs examined in this study, more research is needed to further understand their relations and interactions. This knowledge may help educators to identify appropriate intervention targets to facilitate better language outcomes among shy and socially anxious kindergarteners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-024-00395-0 |
