Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools. Issue 2 (15th March 2023)

• Record Type: Journal Article
• Authors: Mjelve, Liv H.; Nyborg, Geir; Arnesen, Anne; Bjørnebekk, Gunnar; Crozier, W. Ray; Coplan, Robert J.
• Is Part Of: Journal of research in childhood education. Volume 37:Issue 2(2023)
• Page Start: 263
• Page End: 274
• Publication Date: 2023-03-15
• Subjects: Peer problems -- shyness -- social withdrawal -- teacher beliefs; Education -- Research -- Periodicals; Education -- Evaluation -- Periodicals; Child Development -- Periodicals; Education -- Periodicals; Learning -- Periodicals; Research Design -- Periodicals; Child; Infant; 370.72
• DOI: 10.1080/02568543.2022.2027582
• Languages: English
• ISSNs: 0256-8543

Abstract

ABSTRACT: The present study explored variations in the characteristics of teacher-nominated shy students. Participants were N = 329 teachers from 303 elementary schools across Norway. Teachers were first asked to select a current (or previously taught) student who was considered "shy, " and then rated different aspects of this child's school adjustment. Among the results, teacher-nominated shy students were found to be a heterogeneous group, varying substantively across several domains of functioning at school. Teachers' descriptions of shy students functioning did not vary significantly as a function of school characteristics (class/school size), teacher characteristics (gender/age/experience), or student grade. However, overall, teachers rated shy male students as evidencing more adjustment difficulties than shy female students. Results are discussed in terms of implications for educational practice.