Senior Thesis
The Relationship of Shyness and Anxiety to
Social Problem-Solving in Children

Sheri M.Landers

                                           Class of 1999                                                 

Saint Anselm College

    


Key Words: Shyness, Anxiety, Social-Problem Solving

Instruments:WISC Intelligence Test for Children, State-Trait Anxiety Inventory for Children, EAS Temperament Survey, Self-Report of Shyness, Social Problem-Solving Test

Abstract:  This study looked at the relationship of shyness and anxiety to the Social Problem-Solving Skills (SPSS) of children.  Seven males and seven females from ages eight to twelve were tested on their nonsocial problem-solving skills, teacher-rated and self-reported shyness levels, anxiety levels, and SPSS.  It was hypothesized that (1) shyness and anxiety would be positively correlated, (2) both shyness and anxiety would lead to deficits in SPSS, (3) anxiety would be positively corelated with nonsocial problem-solving whereas shyness would not, (4) shyness would still lead to deficts in SPSS when controlling for anxiety and nonsocial problem-solving, and (5) a significant difference would exist between automatic and delayed conditions of the SPSS measure.  Overall, results included that shy children were deficient in SPSS.  Results also suggested that these deficits were not due to anxiety or limited social knowledge as had previously been hypothesized but to another factor such as trouble coming up with effective soutions with the quickness required in a real situation.  Implications and limitations of this study as well as directions for future studies are discussed.



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Questions or comments can be e-mailed to: slanders@anselm.edu