A. The effect of the child personality on development to adulthood
Three types of personality characteristics were followed in children from age 4 to 23 in relation to shyness and aggressiveness:
? Over controllers: Introverts with low emotional stability and low self-esteem - high shyness score in childhood which decreased with age due to adapting to familiar environment.
? Under controllers: low emotional stability, low levels of agreeableness and conscientiousness - high aggressive score. However, shyness in under controllers increased due to increased negative interaction with the environment.
? Resilient's: More sociable with above average emotional stability, IQ and academic achievement. Assumed adult social roles at an earlier age than the former 2 groups.
These significant changes in behavior demonstrate the importance of considering the relationship between a person (child) and the environment.
B. The effect of maternal influence on a child's ability to cope
Three types of maternal personalities and parenting characteristics were related to shyness in children, in a sample of 197 five-year-old children:
1. Fretful parenting: distressed, anxious, depressed, or over protective parents.
Over protecting children by removing them from socially challenging and stressful environments, may inhibit the shy child's development of appropriate coping strategies.
May promote positive social-emotional regulation and development of social skills. This might serve to improve the quality and quantity of the shy child's social interactions with peers.
3. Uninhibited parenting: extroverted parents
May create an environment that is too stimulating for shy children and may tend to be permissive, which may not provide enough structure to support the shy child's social needs.
"The Two Tuba Switch" provides a tool for parents and children to address the issue of shyness and the relationship between parents and children.
CULTURAL DIFFERENCE IN ATTITUDES TOWARDS SHYNESS
Parents in North American typically react to shy-inhibited behavior with concern and disappointment. However, shy-inhibited behavior in China is more common and approved by parents and peers. In traditional Chinese culture, shy, wary and restrained behavior is associated with virtuous qualities, maturity, modesty, cautiousness and self-control. Shy children perform well socially and academically during childhood, adolescence and are more likely than others to obtain leadership status and success.
CONCLUSIONS
Recent studies emphasis the biological and environmental factors of shyness in children and shed more light on the consequences of shyness in different cultures.
The cross-cultural differences in how shyness is perceived by parents and peers emphasize that it is also their attitudes which need to be addressed during intervention.
