Linking Parent-Child, Teacher-Child, and Peer Relationship Quality to Shyness in Childhood and Adolescence: A Three-Level Meta-Analysis
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| Title: | Linking Parent-Child, Teacher-Child, and Peer Relationship Quality to Shyness in Childhood and Adolescence: A Three-Level Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Xiang Niu, Li-Xing Gou, Xi Shen, Jin-Liang Wang |
| Source: | Early Education and Development. 2025 36(6):1408-1437. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Shyness, Children, Adolescents, Parent Child Relationship, Teacher Student Relationship, Peer Relationship, Correlation, Affective Behavior, Conflict, Age Differences, Gender Differences, Cultural Influences, Cultural Differences, Foreign Countries |
| Geographic Terms: | Asia, North America, Europe |
| DOI: | 10.1080/10409289.2025.2505831 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Research Findings: Shyness in children and adolescents is closely related to relationship quality, but integrated quantitative research remains limited. To address this gap, three independent meta-analyses were conducted to examine the associations between parent-child, peer, and teacher-child relationship quality and shyness. This meta-analysis included 76 studies, 303 effect sizes, and a total of 39,289 participants. Results showed significant negative correlations between all three types of relationship quality and shyness. Specifically, positive dimensions of relationship quality (e.g., warmth, support) were negatively associated with shyness, while negative dimensions (e.g., conflict, rejection) were positively associated. Further, multivariate moderator analyses based on bivariate results revealed that the parent-child relationship variable and the informant of shyness significantly influenced the association between parent-child relationship quality and shyness. Similarly, the specific type of teacher-child and peer relationships moderated their respective links with shyness. Practice or Policy: The study shows that key relationships (parent-child, teacher-child, and peer) not only directly relate to shyness but also moderate its underlying mechanisms, offering important insights for understanding and improving the mental health of children and adolescents. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501446 |
| Database: | ERIC |
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