Children's perspectives of shyness in their peers: Salient elements.

Abstract

In the present study, children's perceptions of fearful and self-conscious shyness in their peers, were examined for age- and gender-related differences concerning whether they consider it a problem for a peer to be shy. Interviews with 220 children from grades one, three, five, and seven were conducted in order to elicit children's descriptions of shy peers' behaviours, emotions, and thoughts, as well as the causes of shyness. Using Buss' theory of shyness (1984, 1986), the interviews were coded for children's perceptions of the behavioural, emotional, and cognitive manifestations of shyness. The types of immediate causes and origins of shyness the children mention throughout the interview were also coded. Also, children's responses and explanations to the question, "Is shyness a problem for someone in your grade?" were contrasted across gender and grade levels. The results indicated that there were significant age differences in the reported components of shyness. There was partial support for the hypothesized age differences in the types of situations children reported most often. Grade seven children viewed shyness as a problem to a significantly greater extent than did the younger children. Peer-related reasons were reported most often as the explanation of why shyness is a problem. Boys reported more future-related problems associated with shyness than did girls, and grade three and grade five children reported more emotional problems related to shyness. These results were discussed with relation to Buss' theory of shyness, as well as the importance of peer relationships, and subsequent problems. Finally, a discussion of the implications of the present study to future research was presented.