Abstract:In this two-wave longitudinal study, concurrent and longitudinal relations among teacher-reported shyness, peer acceptance, and academic achievement were examined (Ns = 162 and 155; and Msage = 6.09 and 7.07 years). Concurrently, at both times, shyness was negatively related to peer acceptance and academic achievement, and peer acceptance was positively related to academic achievement. Longitudinally, shyness was negatively related to peer acceptance, and peer acceptance was positively related to academic achievement in zero-order correlations, but the relations were no longer significant when accounting for the stability of the constructs. Longitudinal relation between shyness and academic achievement was nonsignificant; however, shyness was indirectly linked to concurrent and later academic achievement through peer acceptance according to bias-corrected bootstrapped confidence intervals. Sex differences in the relations were mixed. These results suggested that a lack of peer acceptance may be a mechanism through which shyness contributed to poor academic achievement in the early school years.

中文翻译：

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学龄前儿童的害羞，同伴接纳和学业成绩

摘要：在此两波纵向研究中，研究了教师报告的羞怯感，同伴接纳和学业成就之间的并发和纵向关系（Ns = 162和155； Msage = 6.09和7.07年）。同时，在两个时期，害羞与同伴接纳和学习成绩负相关，同伴接纳与学习成绩正相关。纵向上，羞怯感与同伴接纳度呈负相关，同伴接纳感与学术成就呈零级正相关，但考虑到结构的稳定性时，这种关系不再重要。害羞与学习成绩之间的纵向关系不显着；然而，根据偏倚校正的自举信心区间，害羞通过同伴接纳与并发和以后的学业成绩间接相关。关系中的性别差异参差不齐。这些结果表明，缺乏同龄人的接纳可能是羞怯导致早期学业成绩差的一种机制。