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1

Nieśmiałość a kompetencje temporalne młodzieży

100%

Tucholska K., Tucholska S., Stanisława Tucholska -Katedra Psychologii W. S. B. w. N. S.

Acta Universitatis Lodziensis. Folia Psychologica

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2011

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vol. 15

EN

The study refers to a problem of temporal competence in shy youth. The research question was: Whether and what differences in the level and the structure of temporal competences are in the group of young people with various level of shyness? The group of 286 (F–178, M–108) aged 15–18 years was tested. The Shyness Questionnaire by W. R. Crozier and The Temporal Competences Questionnaire by Z. Uchnast and K. Tucholska were applied. The analysis of results obtained allows to state that the shy youth has significantly lower level of temporal competence in general. They suffer from the lack of acceptance of their past and present situation, and deficit in prospective approach. The results of conducted research may direct the therapeutic work with shy people on the issues of their openness to various dimensions of psychological time. It should be noticed that the essence of shyness is not only in the lack of social or communicative competences but also it is connected with the lack of basic competences in psychological time experience.

2

Nieśmiałość a ocena funkcjonowania w sytuacjach niewymagających ekspozycji społecznej

80%

Studenski R., Studenska A., Ryszard Studenski K. A. i. A. F. M., Anna Studenska W. E. i. N. o. E.

Acta Universitatis Lodziensis. Folia Psychologica

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2010

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vol. 14

EN

Shyness is regarded as a trait which interferes with social functioning. In the presented research the attempt was made to check whether the consequences of shyness manifest themselves outside the domain of social interaction and are visible in self-evaluations of such qualities as resistance to stress, coping with risk, openness to experience and independence. Participants were 174 women and men aged between 18 and 23. Apart from shyness such variables were measured as: temperamental traits (EAS), personality traits (NEO-FFI), risk propensity, the need to change oneself and environment, locus of control, sensation seeking (SSS- V), self – esteem and five factors of learning autonomy. By means of standard multiple regression analysis it was shown that the contribution of temperamental traits in the prediction of shyness is not significantly different in comparison with the contribution of thee Big – Five personality traits. It was also found that shyness is positively correlated with the qualities which affect emotional instability level, i.e. with emotionality – fear, emotionality-distress and with neuroticism. Shyness proved to be negatively correlated with the traits affecting socio-centric behaviour such as sociability and extraversion. It was noticed that the influence of shyness my be transferred outside the social domain. Shy individuals in comparison with the bold ones judged themselves as less prone to take risks, more rarely exhibiting behaviors connected with self-creation and more rarely introducing changes in their environment. Shy persons compared with the bold ones evaluated themselves as having the sense of external locus of control, exhibiting stronger tendency to underestimate their self-esteem and being less open to new experiences and less autonomous in formulating learning goals, in planning their learning and evaluating the effectiveness of learning strategies.

3

Personality predictors of anger. The role of FFM traits, shyness, and self-esteem

80%

Bak W.

Polish Psychological Bulletin

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2016

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vol. 47

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issue 3

373-382

EN

The present study was designed to verify hypothesized predictor effects for five anger-related variables, i.e. trait anger, anger expression-out, anger expression-in, anger control-out, and anger-control-in. A sample of 138 students completed measures for FFM personality traits (NEO-FFI), self-esteem (SES), shyness (RCBS), and anger (STAXI-2). The study confirmed the effects of neuroticism and agreeableness as being the chief personality predictors of anger; however, for the domain of anger expression-in, an unexpected role of extraversion was revealed. Furthermore, introducing self-esteem and shyness changed some effects of FFM traits. Entering self-esteem as an additional predictor improved the predictability of anger control-in. Additionally, a mediation effect of shyness was revealed for the relation between extraversion and anger expression-in.

4

Social Inhibition: Theoretical Review and Implications for a Dual Social Inhibition Model within the Circumplex of Personality Metatraits

70%

Kwiatkowska M. M., Strus W.

Studia Psychologica

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2021

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vol. 21

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issue 2

57-109

EN

The purpose of this paper is to present a new model of social inhibition (a) conceptualised as a dual structured construct including shyness and modesty, and (b) showing the complexity and diversity of these two social inhibition forms across various domains of psychosocial functioning (i.e., self-image, cognitive, emotional, and behavioural). Locating these two forms of social inhibition within the space of the Circumplex of Personality Metatraits enabled us to identify conceptually adjacent constructs to social inhibition and put the latter into a broad personality context. Through supplementary meta-analyses of the relations of shyness and modesty with the Big Five personality traits, we confront our theoretical proposition with existing empirical findings. Our paper implies that social inhibition might be successfully treated as a psychosocial disposition with two related and shared core elements, but distinct and differentially targeted forms-more neurotic and dysfunctional shyness and more agreeable and adaptive modesty.

5

Selective mutism and shyness. Differential diagnosis and strategies supporting child development

70%

Podgórska-Jachnik D.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 30

PL

The article deals with the problem of differential diagnosis of extreme reticence or selective speech in a child, categorised as selective mutism and shyness. Selective mutism is an increasingly recognized disorder among preschool and school children. It manifests itself functionally in the sphere of speech and communication, but in relation to the anxiety factor. As an anxiety disorder, it is categorised in the latest medical classifications ICD-11 and DSM-5, and therefore, primarily psychological or psychiatric therapeutic intervention could be expected. The specificity of the pathomechanism of selective mutism, however, requires interdisciplinary activities, with a room for a speech therapist, a special pedagogue (e.g. at a public school as a supporting teacher), any other pedagogue working with the child (educator, teacher of integrated classes, subject teacher), other specialists (therapist pedagogue, physiotherapist), as well as the parents. The speech therapist may play a special role in the diagnosis of mutism in the conditions of inclusive education, as he will probably be the first specialist who will receive a child who is not speaking or very taciturn at a public school. In the article, the diagnosis of selective mutism is associated with the differential diagnosis of shyness, which may not be treated as a disorder, but only a certain personality trait, but with incompetent pedagogical support in everyday educational practice it can lead to more serious difficulties, including logophobia and mutism. The diagnosis of mutism requires specialised therapeutic measures, but with the awareness of the differences in the situations of a shy child and a child with mutism, it is worth learning some supportive strategies that are useful in both cases.

6

Play it Out Loud. The use of drama when working with shy children

61%

Witerska K.

Kultura i Wychowanie

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2021

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vol. 20

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issue 2

87-104

PL

Artykuł przedstawia wynik próby wykorzystania dramy w pracy z nieśmiałymi dziećmi. Opisuje indywidualne przypadki dzieci nieśmiałych oraz to, jak wpłynęły na nie dramaty i pomogły im przezwyciężyć nieśmiałość. Druga część artykułu przedstawia ogólne wnioski z badania i zawiera wskazówki dla nauczycieli, jak pracować z nieśmiałymi dziećmi za pomocą dramy. Na koniec formułowane są pytania do dalszych badań.

EN

The article presents the result of an attempt to use drama when working with shy children. It describes individual cases of shy children and how drama affected them and helped them to overcome their shyness. The second part of the article outlines the general findings of the study and offers tips for teachers as to how to work with shy children using drama. Finally, questions for further research are formulated.

7

Samodzielność i nieśmiałość młodzieży zagrożonej niedostosowaniem społecznym w procesie działań teatroterapeutycznych

51%

Masłowska M., Aondo-Akaa G.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura

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2019

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issue 11(2) "Teatr w edukacji, terapii i profilaktyce"

139-151

PL

Niniejszy artykuł stanowi refleksję nad rolą teatru w pracy socjoterapeutycznej z młodzieżą zagrożoną niedostosowaniem społecznym. Ukazuje projekt teatroterapeutyczny „Młody Książę” realizowany w Krakowie w roku szkolnym 2016/2017. W artykule przedstawiono także rolę projektu w poszerzaniu autonomii i niwelowaniu nieśmiałości adolescentów zagrożonych niedostosowaniem społecznym oraz zaprezentowano wyniki badań prowadzonych w obszarze tychże czynników.

EN

This article is a reflection on the role of theater in sociotherapeutic work with young people at risk of social maladjustment. “The Young Prince” theater-therapy project is being implemented in Krakow from October 2016 to June 2017. The article also presents the role of the project in extending autonomy and eliminating the shyness of adolescents at risk of social maladjustment, as well as the results of research conducted in the area of these factors.

8

Wpływ rodziców na rozwój mowy dziecka w wieku przedszkolnym

51%

Kowalik-Paluch K.

Lubelski Rocznik Pedagogiczny

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2019

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vol. 38

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issue 4

EN

The article aims at character of the influence of parents on the development of the baby talk. It contains the characterization of the baby talk in the pre-school period. This paper helps to answer a question of what way parents or the other operators responsible for the child, can support the normal development speeches of child.

PL

Artykuł przedstawia charakter wpływu rodziców na rozwój mowy dziecka. Zawiera charakterystykę mowy dziecka w okresie przedszkolnym. Artykuł pozwala również odpowiedzieć na pytanie, w jaki sposób rodzice lub inne podmioty odpowiedzialne za dziecko, mogą wspomóc prawidłowy rozwój jego mowy.

9

Trudności ucznia nieśmiałego

51%

Wrótniak J.

Lubelski Rocznik Pedagogiczny

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2019

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vol. 38

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issue 4

EN

This study concerns the issue of shy students. This problem and its consequences are often played down by school authorities, including teachers. The article focuses on showing shyness as one of the manifestations of educational difficulties. The concept of shyness has been defined and attention has been paid to the specifics of this phenomenon and the problems faced by shy students. A shy student is described as polite, tactful, and even worth imitating, meanwhile shyness can have a very negative impact on a young person's life. Therefore, it is necessary to sensitize teachers and educators to the needs of a shy student and the need to take special educational actions towards him / her.

PL

Niniejsze opracowanie jest poświęcone problematyce nieśmiałości wśród uczniów. Problem nieśmiałości i konsekwencje, jakie za sobą niesie, są w dużej mierze bagatelizowane przez środowisko szkolne i pomijane przez nauczycieli. W artykule skoncentrowano się na ukazaniu nieśmiałości w kategorii jednego z przejawów trudności wychowawczych. Zdefiniowano pojęcie nieśmiałość i zwrócono uwagę na specyfikę tego zjawiska oraz problemy, z jakimi borykają się uczniowie nieśmiali. Uczeń nieśmiały określany jest jako grzeczny, taktowny, a nawet godny naśladowania, tymczasem nieśmiałość może mieć bardzo niekorzystny wpływ na życie młodego człowieka. Konieczne jest zatem uwrażliwienie nauczycieli i wychowawców na potrzeby ucznia nieśmiałego i konieczność podjęcia wobec niego specjalnych oddziaływań wychowawczych.

10

Le français et le roumain – égo/égaux devant la pudeur ?!

51%

Coiug A., Pelea A.

Translationes

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2012

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vol. 4

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issue 1

FR

Une observation plutôt amusante au début concernant le contraste évident entre l’audace française et la timidité roumaine a stimulé les auteures de cet article à s’interroger un peu plus à ce sujet et à examiner les implications que peut avoir en traduction la pudeur intrinsèque d’une langue (ou, au contraire, son manque de pudeur). Pour répondre à leurs questionnements, les auteures ont analysé cette asymétrie entre le roumain et le français à la lumière de réflexions de traducteurs, de traductologues et d’autres spécialistes de la langue.

EN

An initially benign, slightly amusing observation about the obvious contrast between the French audace and the Romanian shyness has stimulated the authors of this study to go a little further and to examine the implications that the intrinsic modesty (or lack thereof) of a language can have in translation. Thus, they set to analyze here this asymmetry between Romanian and French based on reflections from translators, translation theorists and other linguists.

11

Trudności dzieci w wieku wczesnoszkolnym w integracji społecznej oraz sposoby ich przezwyciężania

41%

Czyżewska P.

Edukacja Elementarna w Teorii i Praktyce

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2012

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issue 3(25)

45-64

PL

Niniejszy tekst poświęcony jest trudnościom dzieci w integracji społecznej. Dorośli, którzy odgrywają znaczące role w wychowaniu dzieci, muszą być w pełni świadomi, jak ważne są czynniki zewnętrzne, które mogą pomóc uczniom poradzić sobie z trudnościami w integracji. Rozpoczęcie edukacji jest ważnym etapem w życiu każdego dziecka, a sposób, w jaki to osiągnie, będzie w znaczący sposób decydować o jego przyszłości. W niniejszym tekście odnaleźć można również kilka wskazówek, jak zorganizować dziecku pomoc w taki sposób, by nie czuło się ono inne bądź odrzucane przez rówieśników.

EN

This paper discusses the difficulties with social integration of children. Adults, who play major roles in child's upbringing, have to be fully aware of the importance of external factors that can help pupils cope with hardships of integration. The beginning of education is a milestone in life of each child and how he or she undergoes it, will be significantly decisive on his or her future. In this work one can also find some hints on how to help a child in such a way so that it would not feel like a stranger or be rejected by peers.

12

Shyness and subjective well-being : The mediating role of loneliness

41%

Tekin E. G.

Československá psychologie (Czechoslovak Psychology)

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2017

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vol. 61

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issue 4

321-330

EN

Objectives. Subjective well-being is one of the most widely-researched constructs in the wellbeing literature. It is important, therefore, to obtain and document the predictors of subjective well-being. The aim of the current study was to examine whether loneliness mediated the associations between shyness and subjective wellbeing. Method. The participants comprised 279 (52% females, 48% males) university students who completed the Revised Cheek and Buss Shyness Scale, the UCLA Loneliness Scale, the Satisfaction with Life Scale, and the Positive and Negative Affect Schedule. Analyses were based on structural equation modeling and bootstrapping procedure. Results. Structural equation modelling indicated that high levels of shyness and loneliness are negatively associated with subjective well-being in Turkish university students. Also, loneliness partially mediated the relationship between shyness and subjective well-being. Moreover, bootstrapping procedure revealed that the indirect effect of shyness on subjective well-being through loneliness was significant. Discussion. The findings of the current study presents an empirical framework for the researchers by examining the mediator role of loneliness which is one of the most common human experiences in each period of life on the link between two significant variables. Theoretical and practical implications of the findings were discussed. Study limitations. Due to cross-sectional design the causal inferences cannot be drawn. The data were collected via self-reporting. The sample were university students, the results are not generalizable to other populations.

CS

Cíle. Subjektivní pohoda je jedním z nejvíce zkoumaných konstruktů v literatuře o duševní pohodě. Proto je důležité zdokumentovat a uplatňovat prediktory subjektivní pohody. Cílem této studie bylo zjistit, zda osamělost zprostředkovává vztahy mezi stydlivostí a subjektivní pohodou. Metoda. Výzkumu se zúčastnilo 279 (52 % žen a 48 % mužů) univerzitních studentů, kteří vyplnili Revidovanou škálu stydlivosti od Cheeka a Busse, Škálu osamělosti Kalifornské univerzity v Los Angeles (UCLA), Škálu spokojenosti se životem a Soupis pozitivních a negativních afektů. Analýza výsledků využila strukturální modelování a postupy bootstrappingu (převzorkování). Výsledky. Strukturální modelování ukázalo, že vysoké úrovně stydlivosti a osamělosti jsou u tureckých univerzitních studentů negativně asociovány se subjektivní pohodou. Osamělost také částečně zprostředkovávala vztah mezi stydlivostí a subjektivní pohodou. Postupy bootstrappingu (převzorkování) navíc ukázaly, že nepřímý vliv stydlivosti na subjektivní pohodu zprostředkovaný osamělostí byl významný. Diskuse. Zjištění této studie představují empirický rámec pro badatele tím, že ověřily zprostředkující roli osamělosti, která je jedním z nejběžnějších lidských prožitků v každé etapě života. Byly diskutovány teoretické i praktické důsledky těchto zjištění. Závěr. Výsledky studie ukázaly, že stydlivost a subjektivní pohoda byly částečně zprostředkovány osamělostí.

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Nieśmiałość a kompetencje temporalne młodzieży

Nieśmiałość a ocena funkcjonowania w sytuacjach niewymagających ekspozycji społecznej

Personality predictors of anger. The role of FFM traits, shyness, and self-esteem

Social Inhibition: Theoretical Review and Implications for a Dual Social Inhibition Model within the Circumplex of Personality Metatraits

Selective mutism and shyness. Differential diagnosis and strategies supporting child development

Play it Out Loud. The use of drama when working with shy children

Samodzielność i nieśmiałość młodzieży zagrożonej niedostosowaniem społecznym w procesie działań teatroterapeutycznych

Wpływ rodziców na rozwój mowy dziecka w wieku przedszkolnym

Trudności ucznia nieśmiałego

Le français et le roumain – égo/égaux devant la pudeur ?!

Trudności dzieci w wieku wczesnoszkolnym w integracji społecznej oraz sposoby ich przezwyciężania

Shyness and subjective well-being : The mediating role of loneliness