Shyness and school adjustment in Chinese children: The roles of teachers and peers.
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
Although childhood shyness has been associated with school-adjustment difficulties in contemporary research in China, the conceptual mechanisms that may underlie these relations remain underinvestigated. The goal of this study was to examine a complex theoretical model that explicates the roles of both peer preference and teacher-child relationships in the links between shyness and school adjustment in Chinese children. Participants were N = 1,275 3rd- through 7th-grade students (637 boys, 638 girls; Mage = 10.78 years, SD = 1.55) attending public primary and secondary schools in Shanghai, People's Republic of China. Measures of shyness, peer preference, teacher-child relationships, and aspects of school adjustment were obtained from multiple source, including peer nominations, child self-reports, teacher ratings, and school records. Results from mediation and moderated mediation analyses demonstrated that (a) shyness indirectly predicted greater internalizing problems and poorer academic achievement through its negative association with peer preference and (b) these indirect effects were moderated by teacher-child relationships, such that the negative association between shyness and peer reference was attenuated among children with higher quality of teacher-child relationships. Results are discussed in terms of the roles of peers and teachers in the links between shyness and school adjustment and their educational implications. (PsycINFO Database Record
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 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