Keeping it all inside: Shyness, internalizing coping strategies and socio-emotional adjustment in middle childhood
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Despite growing research results indicating that shyness is a risk factor for psychosocial maladjustment in childhood, less is known about the conceptual mechanisms that may underlie these associations. The purpose of the current study was to explore links between self-reported shyness, coping strategies and social functioning in middle childhood. As well, we sought to examine the reliance on internalizing coping strategies as a potential mediator of the link between shyness and social functioning. Participants were 355 children aged 9 to 11 years who completed measures of shyness, loneliness, positive and negative affect, social anxiety, self-concept, well-being, and coping strategies. Results indicated that shyness was associated with greater internalizing difficulties and lower well-being. Moreover, internalizing coping was found to partially mediate the relation between shyness and certain indices of internalizing problems. These results suggest a conceptual pathway, where an over-reliance on internalizing coping may partially explain why shy children experience internalizing difficulties in middle childhood.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it