Helping socially-withdrawn Chinese children: The protective role ofparents

A three-wave longitudinal study will be conducted to examined the social, emotional, and academic implications of shyness and unsociability in Chinese children as well as the potential protective role that authoritative parenting plays. Participants in the initial sample consisted of 1500 grade 3 to 6 students, randomly selected from four primary and junior high schools in Shanghai. Assessment of shyness, unsociability, parenting practices, and adjustment are obtained from multiple sources, including peer nominations, self-reports, parent-reports, teacher-reports, and school records. It is anticipated that shyness and unsociability will be independently and uniquely predictive of Chinese children’s adjustment difficulties. Moreover, it is expected that authoritative parenting will serve as a buffer against the negative impact of social withdrawal on children’s adjustment. On the other hand, overprotective parenting will exacerbate socially withdrawn children’s adjustment problems.

Faculty Supervisor:

Robert J. Coplan


Amanda Bullock






Carleton University



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