Characteristics of Teacher-Nominated Shy Students in Norwegian Elementary Schools

• Published in: Journal of research in childhood education Vol. 37; no. 2; pp. 263 - 274
• Main Authors: Mjelve, Liv H., Nyborg, Geir, Arnesen, Anne, Bjørnebekk, Gunnar, Crozier, W. Ray, Coplan, Robert J.
• Format: Journal Article
• Language: English
• Published: Olney Routledge 15-03-2023; Taylor & Francis Inc
• Subjects: Elementary School Students; Elementary school teachers; Foreign Countries; Gender Differences; Institutional Characteristics; Instructional Program Divisions; Interpersonal Competence; Peer problems; Peer Relationship; Peer relationships; Shyness; social withdrawal; Student Characteristics; teacher beliefs; Teacher Characteristics; Norway
• ISSN: 0256-8543; 2150-2641
• DOI: 10.1080/02568543.2022.2027582

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.