Shy and outgoing preservice teachers and their responses to hypothetical problem behaviors in the classroom. Issue 5 (28th May 2021)

• Record Type: Journal Article
• Authors: Deng, Qizhen; Patwardhan, Irina; Rudasill, Kathleen; Trainin, Guy; Wessels, Stephanie; Torquati, Julia; Coplan, Robert J.
• Is Part Of: Educational psychology. Volume 41:Issue 5(2021)
• Page Start: 658
• Page End: 673
• Publication Date: 2021-05-28
• Subjects: Shyness -- personality -- self-efficacy -- teacher education -- child temperament; Educational psychology -- Periodicals; 370.15
• DOI: 10.1080/01443410.2020.1718613
• Languages: English
• ISSNs: 0144-3410

Abstract

Abstract: The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with shy children, but more likely with exuberant children. Results are discussed in terms of the role of personality in teaching.