Shyness and academic adjustment in Chinese high school students: The mediating role of self-focused attention model
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Shyness and academic adjustment in Chinese high school students: The mediating role of self-focused attention model Liang Li 1 & Xiaoyi Wang 2 & Fengqiang Gao 1 & Yingmin Chen 1
# Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract This study examined the influence of self-focused attention (rumination and reflection) on the relationship between shyness and academic adjustment in a Chinese adolescent sample. Seven hundred and six senior high school students (383 girls, 323 boys; 231 grade one, 238 grade two, 237 grade three) from two Chinese public secondary schools completed anonymous questionnaires regarding shyness, self-focused attention, and academic adjustment. Results indicated that 1) shyness was negatively related to academic adjustment; 2) rumination mediated the association between shyness and academic adjustment; 3) the mediating role of reflection was not significant. These findings demonstrated the contribution of rumination to the academic adjustment of timid students. Shy students in high school tend to adopt rumination model rather than a reflection model in their daily academic life, and this approach may harm their academic adjustment. Keywords Shyness . Rumination . Reflection . Academic adjustment
Introduction Academic adjustment is defined as the process in which students try hard to adjust themselves to achieve equilibrium with school’s academic environment to attain a better learning effect, including ‘learning habits, utilisation of learning resources, learning motivations, learning satisfactions, learning styles, etc’ (Nie et al. 2004). The degree of students’ success in academic adjustment may adversely affect their subsequent educational choices and opportunities as well as their future development and mental well-being (Longobardi et al. 2016; Song 2015). However, under the background of examinationoriented education system in China, it was found that academic maladjustment is widespread among adolescents (Mcgill et al. 2012; Rooij et al. 2018), especially among high school pupils who experience intense pressure when preparing for the national college entrance examination (Çirak 2016; Liu and Chen 2010). Based on these findings, this study will explore
* Yingmin Chen [email protected] 1
School of Psychology, Shandong Normal University, Ji’nan 250014, Shandong, China
2
Weifang Middle School, Weifang 261031, Shandong, China
the factors affecting high school students’ academic adjustment in the context of Chinese education.
Shyness and Academic Adjustment Person-Environment transactional model (Cummings et al. 2000) proposes that individual behaviour is the result of interaction between individual personal traits and environmental factors, and it emphasises the role of individual personal traits in shaping individual behaviour. Moreover, previous studies have identified factors affecting academic adjustment in high school students, including environmental factors (e.g., parentchild relationship, teacher support, peer friendship, social environment) and indi
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