A Research On The Development Of A Shyness Scale For High School Students And Its Use And Intervention

Shyness is a common phenomenon among individuals in interpersonal interactions and is often used to describe feelings and reactions to social interactions.Everyone experiences shyness,only the degree and duration of shyness varies.If the level of shyness is appropriate and corresponds to the specific situation,it can be regarded as a normal reaction,but too high or generalized is not conducive to a person’s social development,and may even lead to social psychological disorders,endangering the individual’s physical and mental health,while high school students at this stage,social contact increases,the scope of interaction expands,while the development of thinking also enters the "golden period " If there is too much negative cognition at this stage,dialectical logical thinking is not effectively stimulated,it will limit the development of discernment,negative cognition will be throughout the social process,and it is easy to start negative automatic thinking when encountering corresponding stimulus events,and it will also show negative coping methods such as low core self-evaluation,avoidance or behavioral fixation in interpersonal communication.This results in students being prone to high levels of shyness at this stage,which in turn induces various psychological problems.Therefore,further research and interventions on the issue of individual shyness differences at specific times in life are necessary to promote students’ mental health.This research followed the frontiers of shyness research and conducted the following research from the perspective of shy individuals’ self-perceptions,thinking and coping styles,selecting three variables of core self-evaluation,negative automatic thinking and coping styles:(1)Developing a shyness scale for high school students.(2)Conducted a survey research on the current situation and characteristics of shyness among high school students.(3)A research on the relationship between shyness and core self-evaluation,negative automatic thinking,and coping styles(positive coping and negative coping)was conducted,and a model of the factors influencing shyness was constructed,and multiple chain mediated effects analysis and multi-group comparative analysis were conducted.(4)A research on the intervention of group counseling to reduce the level of shyness among high school students.The following research results were obtained.(1)The shyness scale for high school students developed in this research,which includes a total of 18 questions in 3 dimensions of withdrawal avoidance speech and behavior,negative self-awareness,and negative emotional experience,is consistent with psychometric indicators and is suitable as a measurement tool for assessing shyness in high school students.(2)The overall shyness of high school students was at a moderate to high level.There were no significant differences in shyness among high school students in terms of whether they were only children and household registration,but there were significant differences in terms of gender,grade level,whether they were class leaders,and whether they were left-behind children,as follows: girls were significantly higher than boys in total shyness scores and dimensions;seniors were significantly higher than sophomores and juniors in total shyness scores and dimensions,and juniors were significantly higher than seniors in total shyness scores and dimensions;non-class leaders were significantly higher than seniors in total shyness scores and dimensions.The total score and dimensions of shyness were significantly higher for non-class leaders than for class leaders;the total score and dimensions of shyness were significantly higher for left-behind children than for non-left-behind children.(3)Negative automatic thinking directly predicted shyness;core self-evaluation and coping style(positive coping and negative coping)partially mediated the relationship between negative automatic thinking and shyness;negative automatic thinking partially influenced shyness through multiple mediation of core self-evaluation via coping style(positive coping and negative coping);gender,grade,and whether or not class cadres moderated core self-evaluation and coping style(negative coping and negative coping)in the chain mediating effect of negative automatic thinking on shyness in high school students.(4)The intervention of negative automatic thinking,core self-evaluation and negative coping styles of shy high school students through group counselling significantly reduced the shyness level of high school students and verified the immediate and sustained effect of this group counselling on reducing shyness of high school students.Conclusion: The shyness scale developed in this research was consistent with psychometric indicators,high school students’ shyness was generally at a moderate to high level,and group counseling interventions were effective in reducing high school students’ shyness levels.