The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with shy children, but more likely with exuberant children. Results are discussed in terms of the role of personality in teaching.
This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on June 2021, available online: https://doi.org/10.1080/01443410.2020.1718613
Deng, Qizhen; Patwardhan, Irina; Rudasill, Kathleen; Trainin, Guy; Wessels, Stephanie; Torquati, Julia; and Coplan, Robert J.. (2021). "Shy and Outgoing Preservice Teachers and Their Responses to Hypothetical Problem Behaviors in the Classroom". Educational Psychology, 41(5), 658-673. https://doi.org/10.1080/01443410.2020.1718613
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