Shy and outgoing preservice teachers and their responses to hypothetical problem behaviors in the classroom

Qizhen Deng, Irina Patwardhan, Kathleen Rudasill, Guy Trainin, Stephanie Wessels, Julia Torquati, Robert J. Coplan

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
JournalEducational Psychology
DOIs
StateAccepted/In press - 2020

Keywords

  • Shyness
  • child temperament
  • personality
  • self-efficacy
  • teacher education

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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