The Relationship Between Shyness And Academic Adaptation Of High School Students: Mediating Role Of Immersion And Reflection

Shyness is defined as the feelings of anxiety, fear and awkwardness one experienced in thecontext of social contact. The shyness can be a negative factor during the individual development,which will influence many aspects such as individual cognitive, emotional and social adaptation.Previous works about the adaptability of shyness people mostly focus on the emotional andsocial adaption. The direct discussion about the relationship between the shyness and academicadaptation is rare, leading to an indefinite relationship between them. Our research aims atinquiring and exploring the relationship between shyness and academic adaptation of senior highschool students. The dual factor model of self focused attention is introduced, that is, therumination and the reflection, in order to discuss the action mechanism between shyness andacademic adaptation.This dissertation makes a detailed elaboration on the research results about the influence ofshyness on the individual development in recent years. At the same time, the research status andexisted problem about the influence of shyness on academic adaptation are analyzed andreviewed. Based on the above analysis,708quantities of senior high school students within twohigh schools in Wei Fang city are selected as the subjects to perform the research. Threequestionnaires are tested including the Shyness Scale, the rumination and reflection Scale andthe Academic Adaption Action Scale. The academic scores of all subjects are collected. Thestatus of senior high school academic adaptation, grade difference, gender difference anddifference between distinct schools are surveyed and investigated utilizing the method ofcorrelation analysis, variance analysis, regression equation and structure equation. Also, therelationship among shyness, rumination and reflection together with academic adaptation areanalyzed, the following results can be obtained:1. The overall status of academic adaptation action of senior high school students is moderateand above moderate. There is difference among different grades. The academic adaptation levelsof one grade and three grade students are higher than the second grade students. There is nonotable difference of academic adaptation of senior high school with the type of schools andgender difference.2. There is a negative correlation between shyness and academic adaptation, however, nonotable correlation between shyness and academic scores. Notable negative correlations can beobserved between almost every dimension of shyness and study habit, learning style, resourceutilization except for the dimension of modest shyness. Notable negative correlation can also beobserved between the satisfaction of study and self consciousness shyness, shyness when facing negative evaluation. Only notable positive correlation is observed between shyness when facingnegative evaluation and academic motivation.3. Notable positive correlation is observed between rumination and almost every dimension ofshyness except for the modest shyness. And, negative correlation is observed betweenrumination and study habit, satisfaction of study. There is no notable correlation betweenreflection and every dimension of shyness. And, there is a positive correlation between reflectionand every dimension of academic adaption action except for the academic motivation. Nonotable correlation can be observed between rumination, reflection and the academic scores.4. The self consciousness shyness and rumination can negatively predict the level of academicadaptation action; Reflection, shyness when facing negative evaluation and modest shyness canpositively predict the level of academic adaptation action.5. The reflection acts as a partial mediated function in the relationship between shyness andacademic adaptation. However, there is no notable mediated function of reflection.