Estimating the Prevalence of Shyness in the “Global Village”: Pluralistic Ignorance or False Consensus?

ABSTRACT Only a minority of those who experience shyness consider themselves to be shy people One explanation for this lies in the possibility that those who so label themselves underestimate the extent to which their feelings are shared by others (i.e, perceive the consensus surrounding their experiences as low [Kelley, 1967]), resulting in an internal rather than external attribution This proposition was tested by asking shy and not-shy followers of two TV soap operas to rate a number of characters from the programs, together with a list of their friends and relatives, for shyness, competitiveness, and optimism Although there were no differences between the groups in their ratings of competitiveness and optimism, the shy subjects reported greater shyness among both the soap-opera characters and their friends and relatives than the not-shy group Whatever the basis for the self-labeling of shyness, therefore, it does not appear to he in the low consensus/pluralistic ignorance notion A number of alternative explanations are discussed, together with the implications of these findings for explanations of the false consensus effect     

自我分化与大学生经验回避:羞怯的中介作用及其性别差异

以往研究表明,个体的自我分化程度会对其经验回避水平产生作用,但鲜有研究对两者之间的关系机制进行探索。本研究探讨了自我分化与大学生经验回避的关系,并提出一个有调节的中介模型,重点考察羞怯的中介作用和性别的调节作用。选取南京市9所高校一至四年级共970名不同专业的大学生为被试,采用问卷法对自我分化,经验回避以及羞怯进行调查。结果表明：（1）大学生自我分化与经验回避以及羞怯显著负相关,羞怯与经验回避呈显著正相关;（2）自我分化不仅能直接预测大学生的经验回避,还能通过羞怯的中介作用间接预测经验回避;（3）羞怯的中介作用受到性别的调节,大学生自我分化对羞怯和经验回避的作用在男生和女生样本中均达到显著水平,相对于女生,该效应对男生的作用更加突出。但在大学生羞怯对经验回避的作用方面则表现出与之相反的模式,与男生相比,女生羞怯对经验回避的作用显著增加。     

A cross-cultural examination of implicit attitudes toward shyness in Canada and China

The goal of this research was to explore implicit and explicit attitudes about shyness in Canada and Mainland China. In Study 1, Canadian undergraduate students (N = 650) completed a newly developed online version of the Implicit Association Test (IAT) focused on shyness, as well as questionnaires about their own shyness and explicit beliefs about shyness. Results suggested that Canadian university students automatically associated shyness with negative words. In Study 2, Chinese undergraduate students (N = 290) completed a newly developed Mandarin Chinese online version of the IAT related to shyness, as well as questionnaires of their own shyness explicit beliefs about shyness. Results indicated that Chinese students also automatically associated shyness with negative words, but differences were observed in the pattern of association with participants’ own shyness. Results are discussed in terms of the implications of attitudes toward shyness in both cultures.     

羞怯对小学中高年级学生学业求助的影响：有调节的中介

采用问卷调查法,以936名小学生为被试,探究了羞怯对小学生学业求助的影响机制。结果发现：（1）羞怯显著正向预测小学生的执行性求助和回避性求助,显著负向预测工具性求助（老师/同学）;（2）自尊在羞怯与小学生学业求助各维度的关系中都起到了中介作用;（3）班级环境在羞怯和自尊,自尊和工具性求助（老师）的关系中起着调节作用。研究结果揭示了羞怯影响学业求助的作用机制,对教育者引导学生形成适应性学业求助具有启示意义。     

Shyness and sociability: a dangerous combination for illicit substance use in adolescent males?

Researchers have hypothesized that behavioral problems are accentuated when a shy person wants to be with other people. This need to be with others--sociability--is a related but separate construct from shyness. The purpose of the present study was to examine the relationship of shyness and sociability to illicit substance use in a sample of 654 male high school students. It was found that, in general, shy male adolescents were significantly more likely to use illicit substances when compared to those who were not shy. Those who were shy and highly sociable were significantly more likely to use hallucinogenic substances than were those who were shy and low to moderate in sociability as well as those who were not shy. Although not significant, there was a trend toward more cocaine and marijuana use among those who were shy and highly sociable. The implications of these findings for those who work with adolescents are discussed.     

Social Anxiety Symptoms in Young Children: Investigating the Interplay of Theory of Mind and Expressions of Shyness

Children’s early onset of social anxiety may be associated with their social understanding, and their ability to express emotions adaptively. We examined whether social anxiety in 48-month-old children (N = 110; 54 boys) was related to: a) a lower level of theory of mind (ToM); b) a lower proclivity to express shyness in a positive way (adaptive); and c) a higher tendency to express shyness in a negative way (non-adaptive). In addition, we investigated to what extent children’s level of social anxiety was predicted by the interaction between ToM and expressions of shyness. Children’s positive and negative expressions of shyness were observed during a performance task. ToM was measured with a validated battery, and social anxiety was assessed using both parents’ reports on questionnaires. Socially anxious children had a lower level of ToM, and displayed more negative and less positive shy expressions. However, children with a lower level of ToM who expressed more positive shyness were less socially anxious. Additional results show that children who displayed shyness only in a negative manner were more socially anxious than children who expressed shyness only in a positive way and children who did not display any shyness. Moreover, children who displayed both positive and negative expressions of shyness were more socially anxious than children who displayed shyness only in a positive way. These findings highlight the importance of ToM development and socio-emotional strategies, and their interaction, on the early development of social anxiety.     

高中生羞怯与学业适应的关系:学业求助的中介作用

本研究采用中学生羞怯量表、学业求助量表及学业适应量表对青岛两所普通中学625名高中生进行调查,分析高中生羞怯、学业求助与学业适应之间的关系,并探讨学业求助是否在高中生羞怯与学业适应之间起中介作用。结果发现:(1)羞怯可以显著预测高中生的学业适应;(2)学业求助态度在羞怯与学业适应间起部分中介作用;(3)羞怯部分通过学业求助态度经学业求助行为的多重中介作用影响学业适应。     

Effects of shyness and friendship on socioemotional adjustment during the college transition

This study identified (a) friendship changes during the first year of college, and how this change is affected by shyness, and (b) how shyness and friendship individually and in combination affect socioemotional well‐being. In Fall and Spring, first‐year college students reported on shyness, friendship quality and stability, internalizing symptoms, loneliness, and life satisfaction. There was substantial stability in friendships, particularly among shy students. A Person × Interpersonal Environment Interaction predicted socioemotional well‐being. Shy students with high‐quality versus low‐quality friendships reported lower internalizing symptoms. Although shyness was associated with increased loneliness and decreased life satisfaction, high‐quality friendships showed modest evidence of moderating these relationships. Many students maintained precollege friendships, but high‐quality friendships were particularly beneficial for shy students.     

Predicting Social Networking Site (SNS) use: Personality,attitudes, motivation and Internet self-efficacy

Few studies have considered the personal characteristics that may predict the use of Social Networking Sites (SNSs). We examined the prediction of SNS use from distinct personality traits (i.e., sociability and shyness), attitudes toward SNS use, motivations for SNS use and Internet self-efficacy. Participants were 352 Chinese college students who used the QQ zone. Results indicated that sociability, shyness, attitudes, motivations and self-efficacy predicted SNS use, prediction depending on the function of SNS use. Specifically, sociability, attitudes, social interaction motivation, entertainment motivation and self-efficacy were significant predictors of SNS’s social function. In contrast, shyness, attitudes, relaxing entertainment motivation and self-efficacy were significant predictors of its recreational function.     

高中生羞怯与学校适应:一个有调节的中介模型

目的:探讨羞怯对高中生学校适应的影响机制。方法:采用中学生羞怯量表、学校适应问卷、核心自我评价量表、自我关注量表对山东省1770名高中生进行调查。结果:①羞怯不仅能直接负向预测高中生的学校适应,还能通过核心自我评价进而影响其学校适应; ②自我关注在中介模型的后半路径起到调节作用。     

Shyness: anxious social sensitivity and self-isolating tendency

Based on shyness self-rating, 96 students in grade 10 were divided into shy and non-shy groups to study commonalities and differences between the groups on various aspects of the shyness experience. The shy group had significantly more negative self-ratings on the following items: loneliness, interference of shyness with academic success and with developing friendships, shyness around the opposite sex, and belief in the noticeability of shyness reactions by others. There were no significant group differences in the levels of self-liking and being liked by others. Compared to the non-shy, the shy group reported more negative cognitive reactions during the shyness experience, such as loss of concentration, speech problems, self-consciousness, and self-punitive self-talk. In spite of the shy group's cognitive problems, both groups identified many similar shyness-inducing social situations and physiological and non-verbal reactions. These similarities and differences between the shy and the non-shy seemed to point to their different ways of processing the same shyness experience. A self-alienating tendency at three levels (cognitive, affective, and behavioral), and two phases (primary and secondary) of the shyness experience are discussed as possible contributing factors. Shy students appeared to regard normal shyness as an unacceptable and shameful experience. Implications for therapeutic intervention and future research are discussed, and a new definition is given.     

Culture and self-presentation as predictors of shyness among Japanese and American female college students

Self-presentation theories of shyness have been supported in North American samples but have not been evaluated cross-culturally. This study examined the relative influence of cultural and psychological variables on self-reported shyness among Japanese and American college students. 35 female Japanese-born and 47 United States-born Euro-American female students completed the Shyness Scale, Rosenberg Self-esteem Scale, Interpersonal Competence Questionnaire, Sensitivity to Rejection Scale, and Individualism-Collectivism Scale, and a demographic data sheet. After statistically controlling for Individualism-Collectivism, psychological measures, especially perceived interpersonal competence and sensitivity to rejection, combined for Adjusted R2 = .32 in shyness. Findings suggest that similar factors are central to experiences of shyness for both samples. Researchers should assess the stability of such findings in larger, heterogeneous samples and evaluate whether treatment strategies that reduce expectations of rejection and increase perceived interpersonal competence have comparable efficacy in reducing shyness across cultures.     

大一新生羞怯与适应的交叉滞后分析

以大学生羞怯量表、大学生适应量表为工具,对359名大一新生进行2个月的追踪,以考察大一新生羞怯和适应的发展变化。结果发现:(1)大一新生的羞怯和适应一段时间内保持稳定。(2)羞怯与适应呈显著负相关。(3)T1的羞怯负向预测T2的适应,T1的适应负向预测T2的羞怯。结论:新生入学之初羞怯与适应之间互为因果关系,因而可以在此阶段从羞怯和适应两方面着手进行干预,从而提高大学生心理健康水平。。     

Relationships among shyness,social competence,peer relations,and theory of mind among pre-adolescents

The present study examined the relationships between shyness, a number of personal and interpersonal variables (i.e. social skills, self-esteem, attachment style, advanced Theory of Mind skills and peer relations) in a sample of 243 Greek pre-adolescents. Participants completed self-reports of the variables. Results indicated that females scored higher than males in all social skills, as well as on shyness. Males, on the other hand, reported more peer relations. Securely attached children reported more peer relationships and achieved higher scores in theory of mind tasks, than those insecurely attached, whereas the latter had higher scores in shyness. Children who reported few peer relations were more likely to obtain higher scores in shyness. Shyness was predicted by gender (girl), poor peer relations and insecure attachment. Results are discussed in terms of their implications for practice.     

高中生羞怯与学校适应的关系:同伴依恋的中介作用及年级差异

目的:考察高中学生羞怯、同伴依恋与学校适应之间的关系及其年级差异。方法:以中学生羞怯量表、同伴依恋量表以及学校适应量表为研究工具,从潍坊市两所高中抽取12个班共计605名高中生进行问卷测查。结果:(1)高中生羞怯与同伴依恋、学校适应呈显著负相关; 同伴依恋与学校适应呈显著正相关。(2)同伴依恋在高中生羞怯和学校适应之间起部分中介作用,但同伴依恋在高一学生中中介作用显著,而在高二和高三学生中,这种中介作用不显著。     

Does Mealtime Communication Improve Happiness? Considering the Trait of Shyness1

Shared mealtimes have been found to be important daily rituals with positive effects on behavior and mental health, such as increasing subjective well-being. However, most previous studies have not considered possible barriers to these positive effects, specifically shyness. We investigated the relationships among shared mealtime quality, shyness, and subjective well-being, and the moderating role of shyness in the relationship between the other two variables by surveying a sample of college students (n = 305). Correlational analyses revealed that shared mealtime quality was negatively associated with shyness and positively associated with subjective well-being. Hierarchical regression analyses revealed that shared mealtime quality was significantly associated with subjective well-being, as was the interaction between the friend factor of shared mealtime quality and shyness. Therefore, shared mealtime quality might help improve happiness, but shyness should be considered a possible barrier to this beneficial effect when meals are shared with friends.     

Associations among shyness,interpersonal relationships,and loneliness in college freshmen: A longitudinal cross‐lagged analysis

This short‐term longitudinal study examined the reciprocal associations among shyness, interpersonal relationships, and loneliness in a sample of 361 Chinese college freshmen (138 male students, mean age = 18.57 years). A fully cross‐lagged panel design was used in which shyness, interpersonal relationships, and loneliness were assessed at three time points separated by 8 months. The results indicated that the associations among shyness, interpersonal relationships, and loneliness were dynamic and bidirectional. The self‐report scores and the pattern of cross‐lagged associations among shyness, interpersonal relationships, and loneliness were the same for male and female students at all three times. Implications for loneliness interventions and future research directions are provided.     

新时代青少年羞怯对同伴侵害的影响：依存型和独立型自我建构的作用

本研究的主要目的是考察羞怯对同伴侵害的影响及潜在机制。1036名青少年(52%是男孩; M = 12.97 岁, SD = .76)完成了自评问卷。结果发现：(1)羞怯显著地正向预测青少年的同伴侵害;(2)自我建构调节了这一关系,依存型自我建构对羞怯个体的同伴问题具有保护作用,而独立型自我建构具有破坏作用;(3)性别对这一关系的调节作用并不显著。这些发现强调了在羞怯的适应功能研究中考虑文化的个人层面因素的重要性。     

The role of social support and self-esteem in the relationship between shyness and loneliness

This study aimed at examining the role of social support and self-esteem in the relationship between shyness and loneliness. The sample consisted of 399 college students, ranging in age from 18 to 30. Cheek and Buss shyness scale, multi-dimensional scale of perceived social support, Rosenberg self-esteem scale and emotional and social loneliness scale were used for data collection. Structural equation modeling showed partial mediation effects of social support and self-esteem between shyness and loneliness. Furthermore, a multi-group analysis found that shy male college students tend to have a more negative self-evaluation compared to their female counterparts. The results are discussed in terms of the conceptional context.     

A Brunswikean Approach to Tratt Continuity: Application to Shyness

A new method of assessing the continuity of traits independent of their stability is proposed that is based on Brunswik's lens model of person perception. The method is applied to the continuity of shyness between preschool age and adulthood. A sample of 108 children (observed at age 4 and again at age 6) and a sample of 70 university students were video-taped in conversations with adult strangers. Detailed coding of 17 different behaviors revealed a highly similar rank order of their validity coefficients for parental reports of children's shyness, self-reports of students' shyness, and observer judgments of both children's and students' shyness, even after controlling for differences in the behaviors' reliability. These findings suggest that the construct of shyness shows a strong continuity from preschool age through adulthood. The proposed methodology can also be applied to the continuity of emotional states or to the cross-situational generality of traits and states.