RESUMEN

BACKGROUND: In recent years, researchers have begun to explore the implications of shyness for the psychosocial wellbeing of children and adolescents, exploring its association with internalizing problems. Research in an Italian context is hindered by the lack of a validated self-report measure of shyness. We report two studies aimed to assess the psychometric properties of an Italian translation of the Children's Shyness Questionnaire (CSQ-it) and investigate its correlations with convergent and divergent constructs. The first study aimed to examine associations between CSQ-it and self-report measures of anxiety and somatic symptoms and attachment with parents and peers. The second study aimed to investigate its relations to internet addiction. METHODS: The self-report measures were completed by 550 participants in the first study and 131 participants in the second study. Parents provided information on their child's problems. Psychometric properties were assessed by Cronbach's alpha in both studies and by exploratory and confirmatory factor analysis in Study 1. The relations between shyness and measures of internalizing problems and attachments were analyzed by correlational methods. In Study 2 a moderated mediation model tested the hypothesis that the relationship between shyness and internet addiction is mediated by somatic symptoms and that shyness moderates the relationship between somatic symptoms and internet addiction. RESULTS: The reliability and validity of the Italian Version of the Children's Shyness Questionnaire were satisfactory. Results from confirmatory factor analyses confirmed the single-factor model of the questionnaire previously identified in North American and Chinese studies. There were significant correlations between shyness, anxious and somatic symptomatology, impaired psychosocial functioning and specific components of attachment relationships. In Study 2 the indirect effect of shyness on internet addiction through somatic symptoms was significant as well as significantly moderated for high shyness scores but not for low levels of shyness. CONCLUSION: To our knowledge this is the first study that explored the psychometric proprieties of the Children's Shyness Questionnaire in the Italian context. Findings demonstrated that this self-reported measure of shyness has sound psychometric properties and can be used as a sensitive and appropriate instrument for the assessment of shyness in children and adolescents.

Asunto(s)

RESUMEN

BACKGROUND: Little research has examined interactions between self-reported dispositional and experimentally manipulated situational group orientations in their effect on self-regulation. AIMS: The aim of the study was to investigate the effect of dispositional and situational learning goal orientation on children's self-efficacy and engagement and persistence at a puzzle task. SAMPLE: A self-report learning goal orientation scale was completed by 110 children, aged 9-11 years. Fifty-three children (24 girls) selected to be high and low on the scale participated in the experiment. METHODS: Half of the children were given instructions designed to evoke learning goals, while the remainder received performance goal instructions. Children attempted a difficult puzzle task on two occasions, when measures were made of self-regulatory behaviours. RESULTS AND CONCLUSIONS: Children assigned to the learning goal instruction were more likely to persist at the task until the end of the allotted time, displayed more on-task behaviour and engaged in more autonomous help-seeking. These effects were more pronounced following the first task, which all children had been unable to complete. Dispositional task orientation did not predict individual differences on these measures. The findings are interpreted in terms of learned helplessness and self-worth theory.

Asunto(s)

RESUMEN

Many people are extremely anxious about their blushing and regard it as the cause of their social difficulties rather than as a symptom of them. This paper addresses the belief that there is something inherently unpleasant or unattractive about blushing. Historical evidence shows that redness of the cheeks has long been regarded as a sign of facial beauty and youth, and transitory changes such as the blush have also been seen in a positive light as an indication of modesty and charm. The blush is an expression of shame and embarrassment and it too can be regarded in positive or negative light depending on the circumstances. What is distinctive about contemporary anxieties about blushing is that perceived personal inadequacies are in themselves reason to be ashamed and embarrassed: there is a vicious circle where a blush is both a sign of, and reason for, self-deprecation. This perception is not a necessary one but reflects current cultural values and this has implications for the treatment of blushing anxieties.

Asunto(s)

RESUMEN

BACKGROUND: Research has shown that shy children differ from their peers not only in their use of language in routine social encounters but also in formal assessments of their language development, including psychometric tests of vocabulary. There has been little examination of factors contributing to these individual differences. AIMS: To investigate cognitive-competence and social anxiety interpretations of differences in children's performance on tests of vocabulary. To examine the performance of shy and less shy children under different conditions of test administration, individually with an examiner or among their peers within the familiar classroom setting. SAMPLE: The sample consisted of 240 Year 5 pupils (122 male, 118 female) from 24 primary schools. METHOD: Shy and less shy children, identified by teacher nomination and checklist ratings, completed vocabulary and mental arithmetic tests in one of three conditions, in a between-subjects design. The conditions varied individual and group administration, and oral and written responses. RESULTS: The conditions of test administration influenced the vocabulary test performance of shy children. They performed significantly more poorly than their peers in the two face-to-face conditions but not in the group test condition. A comparable trend for the arithmetic test was not statistically significant. Across the sample as a whole, shyness correlated significantly with test scores. CONCLUSIONS: Shyness does influence children's cognitive test performance and its impact is larger when children are tested face-to-face rather than in a more anonymous group setting. The results are of significance for theories of shyness and have implications for the assessment of schoolchildren.

Asunto(s)

RESUMEN

The Fear Survey Schedule-III (FSS-III) was administered to a total of 5491 students in Australia, East Germany, Great Britain, Greece, Guatemala, Hungary, Italy, Japan, Spain, Sweden, and Venezuela, and submitted to the multiple group method of confirmatory analysis (MGM) in order to determine the cross-national dimensional constancy of the five-factor model of self-assessed fears originally established in Dutch, British, and Canadian samples. The model comprises fears of bodily injury-illness-death, agoraphobic fears, social fears, fears of sexual and aggressive scenes, and harmless animals fears. Close correspondence between the factors was demonstrated across national samples. In each country, the corresponding scales were internally consistent, were intercorrelated at magnitudes comparable to those yielded in the original samples, and yielded (in 93% of the total number of 55 comparisons) sex differences in line with the usual finding (higher scores for females). In each country, the relatively largest sex differences were obtained on harmless animals fears. The organization of self-assessed fears is sufficiently similar across nations to warrant the use of the same weight matrix (scoring key) for the FSS-III in the different countries and to make cross-national comparisons feasible. This opens the way to further studies that attempt to predict (on an a priori basis) cross-national variations in fear levels with dimensions of national cultures.

Asunto(s)

Asunto(s)