Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers

Autor/inn/en	Strand, Paul S.; Pula, Kacy; Parks, Craig D.; Cerna, Sandra
Titel	Shyness-Anxiousness and Receptive Language Skills Development in Spanish- and English-Speaking Preschoolers
Quelle	In: Journal of Applied Developmental Psychology, 32 (2011) 6, S.363-368 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.06.002
Schlagwörter	Shyness; Research Design; Speech Communication; Disadvantaged Youth; Receptive Language; Language Skills; Anxiety; Spanish; English; Preschool Children; Early Childhood Education; Longitudinal Studies; Spanish Speaking; Evaluation; Native Language; Conflict Resolution; Speech Skills; Communicative Competence (Languages); Intervention; Federal Programs; Low Income; Early Intervention + Suchen Sie Ihr Suchwort? Schüchternheit; Forschungsdesign; Benachteiligter Jugendlicher; Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Angst; Spanisch; English language; Englisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Evaluierung; Conflict solving; Konfliktlösung; Konfliktregelung; Mündliche Leistung; Sprachfertigkeit; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Niedriglohn
Abstract	The present study utilized a short-term longitudinal research design to model the relationship between shyness-anxiousness and receptive language skills. Hypotheses regarding the direction of the causal relationship, mediation, and moderation were evaluated. Subjects included 340 Head Start attendees from primarily English- and Spanish-speaking homes. Results suggest that a unidirectional relationship between shyness-anxiousness and receptive language skills emerges in preschool. Shyness-anxiousness impacted receptive language skills and this relationship was mediated by communication competence. Neither gender nor native language moderated the indirect relationship from shyness-anxiousness to receptive language through communication competence. These results are discussed with respect to elucidating the nature of the bidirectional relationship between shyness-anxiousness and language skills and identifying intervention targets to improve language outcomes for shy-anxious preschoolers. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10