Socioemotional competence, self-perceptions, and receptive vocabulary in shy canadian children
Keywords:
Shyness, Socioemotional Understanding, Middle Childhood, LanguageAbstract
Given existing gendered stereotypic assumptions regarding shyness and children’s school
competencies, this study explored relations among socioemotional competencies, self-perceptions,
and receptive vocabulary in shy children. Ninety-one Canadian children (52 girls, 39 boys; 5-8 years)
were classified as shy (n = 26) based on teachers’ behavioural ratings (n = 8), and completed selfperception
and vocabulary measures. Compared to their non-shy peers, shy children reported lower
levels of self-worth, and were rated by their teachers as more aggressive. Shy girls scored the lowest
on the vocabulary task, and received the highest teacher emotional competence ratings. Shy boys
scored the highest on the vocabulary task, and received the lowest emotionally competence ratings.
Gender-role stereotypes and shyness and their educational implications are discussed.
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References
Arbeau, K. A., & Coplan, R. J. (2007). Kindergarten teachers’ beliefs and responses to hypothetical
prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53, 291-318.
Astington, J., & Jenkins, J. (1999). A longitudinal study of the relation between language and theory of
mind development. Developmental Psychology, 35, 1311-1320.
Banerjee, R., & Yuill, N. (1999). Children's understanding of self-presentational display rules:
Associations with mental-state understanding. British Journal of Developmental Psychology, 17, 111-
124.
Brody, L. (1999). Gender, emotion, and the family. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bruner, J., & Kalmar, D. (1997). Narrative and metanarrative in the construction of self. In M. Ferrari & R.
Sternberg (Eds.), Self-awareness: Its nature and development (pp. 1- 52). New York: Guilford.
Bybee, J. (Ed.). (1998). Guilt and children. San Diego: Academic Press.
Capps, L., Yirmiya, N., & Sigman, M. (1992). Understanding of simple and complex emotions in nonretarded
children with autism. Journal of Child Psychology and Psychiatry, 33, 1169-1182.
Carroll, J., & Steward, J. (1984). The role of cognitive development in children's understandings of their
own feelings. Child Development, 55, 1486-1492.
Cassidy, J., Ross, D., Butkovsky, L., & Braungart, J. (1992). Family-peer connections: The roles of
emotional expressiveness within the family and children's understanding of emotions. Child
Development, 63, 603-618.
Chang, L. (2003). Variable effects of children’s aggression, social withdrawal, and prosocial leadership
as functions of teacher beliefs and behaviors. Child Development, 74, 535-548.
Cole, M. (1990). Cultural psychology: A once and future discipline? In J. J. Berman (Ed.), Cross-cultural
perspectives: Nebraska Symposium on Motivation. Lincoln. NE: University of Nebraska Press.
Coplan, R. J., & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school
adjustment in kindergarten. Journal of Research in Childhood Education, 22, 377-389.
Coplan, R., & Armer, M. (2005). Talking your self out of being shy: Shyness, expressive vocabulary and
socioemotional adjustment in preschool. Merrill-Palmer Quarterly, 51, 20-41.
Crick, N. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the
prediction of children's future social adjustment. Child Development, 67, 2317-2327.
Crick, N., & Nelson, D. (2002). Relational and physical victimization within friendships: Nobody told me
there’d be friends like these. Journal of Abnormal Child Psychology, 30, 599-607.
Crozier, R. (1995). Shyness and self-esteem in middle childhood. British Journal of Educational,
Psychology, 65, 85-89.
Curtis, J., & Altmann, H. (1977). The relationship between teachers’ self-concept and the self-concept
of students. Child Study Journal, 7, 17-26.
Cutting, A., & Dunn, J. (1999). Theory of mind, emotion understanding, language and family
background: Individual differences and inter-relations. Child Development, 70, 853-865.
Denham, S. (1998). Emotional development in young children. New York: Guilford.
Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K., Auerback-Major, & Queenan, P. (2003).
Preschool emotional competence: Pathway to social competence? Child Development, 74, 238-256.
Denham, S., Cook, M., & Zoller, D. (1992). Baby looks very sad: Implications of conversations about
feelings between mother and preschooler. British Journal of Developmental Psychology, 10, 301-315.
Denham, S., von Salisch, M., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and social
development in childhood. In P. Smith, & C. Hart, C. (Eds.), Blackwell handbook of childhood social
development (pp. 307-328). London: Blackwell.
de Villiers, P. (1999, April). Language and thought: False complements and false beliefs. Paper presented
at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
Dunn, J. (1988). The beginning of social understanding. Oxford,: Blackwell.
Dunn, J. (2005, June). Relationships and children’s discovery of the mind. Paper presented at the annual
meeting of the Jean Piaget Society, Vancouver, BC.
Dunn, J., & Hughes, C. (1998). Young children's understanding of emotions within close relationships.
Cognition and Emotion, 12, 171-190.
Dunn, J., Maguire, M., & Brown, J. (1995). The development of children's moral sensibility: Individual
differences and emotion understanding. Developmental Psychology, 31, 649-659.
Dunn, L.,, & Dunn, L. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American
Guidance Service.
Fivush, R. (1989). Exploring sex differences in the emotional content of mother-child conversations
about the past. Sex Roles, 20, 675-691.
Gergen, K. (2001). Social construction in context. London: Sage.
Golombok, S., & Rust, J. (1993). The pre-school activities inventory: A standardized assessment of
gender role in children. Psychological Assessment, 5, 131-136.
Griffin, S. (1995). A cognitive-developmental analysis of pride, shame, and embarrassment in middle
childhood. In J. Tangney & K. Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt,
embarrassment, and pride (pp. 219-236). New York: Guilford.
Halpern, D. (1992). Sex differences in cognitive abilities (2nd ed.). Hillsdale, NJ: Erlbaum.
Harre, R. (1986). The social construction of emotions. Oxford: Blackwell.
Harris, P. (1989). Children and emotion: The development of psychological understanding.
Cambridge, UK: Blackwell.
Hughes, C., & Dunn, J. (1999). Theory of mind and emotion understanding: Longitudinal associations
with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037.
Hughes, C., Deater-Deckard, K., & Cutting, A. (1999). 'Speak roughly to your little boy'? Sex differences
in the relations between parenting and children' understanding of mind. Social Development, 8,
143-160.
Isenberg, A. (1980). Natural pride and natural shame. In A. Rorty (Ed.), Explaining emotions (pp. 355-
383). Los Angeles: University of California Press.
Jenkins, J., & Astington, J. (1996). Cognitive factors and family structure associated with theory of mind
development in young children. Developmental Psychology, 32, 70-78.
Kagan, J. (1987). Introduction. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children
(pp. ix-xx). Chicago: University of Chicago Press.
Kagan, J., & Snidman, N. (2004). The long shadow of temperament. Cambridge, MA: The Belknap Press of
Harvard University Press.
Kitayama, S., Markus, H., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in
Japan and the United States. Cognition and Emotion, 2, 95-124.
Kitayama, S., Markus, H., & Matsumoto, H. (1995). Culture, self, and emotion: A cultural perspective on
"self-conscious" emotions. In J. Tangney & K. Fischer (Eds.), Self-conscious emotions: The psychology
of shame, guilt, embarrassment, and pride (pp. 439-464). New York: Guilford.
Kochanska, G. (1994). Maternal reports of conscience development and temperament in young
children. Child Development, 65, 852-868.
Kopp, C. (1989). Regulation of distress and negative emotions: A developmental view. Developmental
Psychology, 25, 343-354.
Kornilaki, E., & Chlouverakis, G. (2004). The situational antecedents of pride and happiness:
Developmental and domain difference. British Journal of Developmental Psychology, 22, 605-619.
Laible, D., & Thompson, R. (1998). Attachment and emotional understanding in preschool.
Developmental Psychology, 34, 1038-1045.
Lewis, M. (1995). Embarrassment: The emotion of self-exposure and evaluation. In J. Tangney & K.
Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp.
198-218). New York: Guilford Press.
Lutz, C. (1988). Unnatural emotions: Everyday sentiments on a Micronesian atoll and their challenge to
Western theory. Chicago: University of Chicago Press.
Maccoby, E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Harvard
University Press.
Markus, H.,, & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social
behavior. In S. Kitayama & H. Markus (Eds.), Emotion and culture: Empirical studies of mutual influence
(pp. 89-130). American Psychological Association: Washington, DC.
Parent, S., Normandeau, S., Cossett-Richard, M., & Letarte, M. (1999, April). Children' emotional
competence and social behavior within the family: May gender differences be in the eye of the
beholder? Poster presented at the biennial meeting of the Society for Research in Child
Development, Albuquerque, NM.
Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years:
Developmental periods and hierarchical organization. European Journal of Developmental Psychology,
1, 127-152.
Pons, F., Lawson, J., Harris, P., & de Rosnay, M. (2003). Individual differences in children’s emotion
understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347-353.
Purkey, W. (2000). What students say to themselves: Internal dialogue and school success.
Thousand Oaks: Corwin Press, Inc.
Rubin, K., & Asendorf, J. (1993). Social withdrawal, inhibition, and shyness in childhood:
Conceptual and definitional issues. In K. Rubin & J. Asendorf (Eds.), Social withdrawal, inhibition and
shyness in childhood (pp. 3-17). Hillsdale, NJ: Lawrence Erlbaum.
Rubin, K., & Coplan, R. (2004). Paying attention to and not neglecting social withdrawal and
social isolation. Merrill-Palmer Quarterly, 50, 506-534.
Rubin, K., Burgess, K., & Coplan, R. (2002). Social withdrawal and shyness. In P. Smith & C. Hart (Eds.),
Blackwell’s handbook of childhood social development (pp. 329-352). London: Blackwell.
Rubin, K.H., Coplan, R.J., & Bowker, J. (2009). Social withdrawal in childhood. Annual Review of
Psychology, 60. 11.1-11.31.
Rubin, K., Chen, X., & Hymel, S. (1993). The socio-emotional characteristics of extremely aggressive and
extremely withdrawn children. Merrill-Palmer Quarterly, 39, 318-534.
Ruble, D., & Martin, C. (1998). Gender development. In N. Eisenberg (Ed.), Handbook of child psychology:
Social, emotional and personality development (5th ed.) (pp. 933-1016). New York: Wiley.
Russell, J., & Paris, F. (1994). Do children acquire concepts for complex emotions abruptly? International
Journal of Behavioral Development, 17, 349-365.
Saarni, C. (1999). The development of emotional competence. New York: Guilford.
Salovey, P., & Sluyter, D. (1997). Emotional development and emotional intelligence: Educational
implications. New York: Basic Books.
Schneider, B. (1999). A multimethod exploration of the friendships of children considered socially
withdrawn by school peers. Journal of Abnormal Child Psychology, 27, 115-123.
Stipek, D., Recchia, S., & McClintic, S. (1992). Self-evaluation in young children. Monographs of the
Society for Research in Child Development, 57(1, Serial No. 226), 1-84.
Sutton J., Smith P., Swettenham J. (1999). Social cognition and bullying: Social inadequacy or skilled
manipulation? British Journal of Developmental Psychology, 17:435-450.
Thompson, R. (1994). Emotional regulation: A theme in search of definition. In N. Fox (Ed.). The
development of emotion regulation: Biological and behavioral considerations. Monographs of the
Society for Research in Child Development, 59(2-3, Serial No. 240), 25-52.
Verschueren, K., Buyck, P., & Marooen, A. (2001). Self-representations and emotional competence in
young children: A 3-year longitudinal study. Developmental Psychology, 37, 126-134.
Vinden, P. (1999). Children’s understanding of mind and emotion: A multi-culture study. Cognition and
Emotion, 13, 1948.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press. (Original works published 1930, 1933, 1935).
Whissell, C., & Nicholson, H. (1991). Children's freely produced synonyms for seven key emotions.
Perceptual and Motor Skills, 72, 1107-1111.
White, A. (1994). Affecting culture: Emotions and morality in everyday life. In S. Kitayama & H. Markus
(Eds.), Emotion and culture: Empirical studies of mutual influence (pp. 219-239). Washington, DC:
American Psychological Association.
Wichmann, C., Coplan, R., & Daniels, T. (2004). The social cognitions of socially withdrawn children.
Social Development, 13, 377-329.
prosocial, asocial, and antisocial children. Merrill-Palmer Quarterly, 53, 291-318.
Astington, J., & Jenkins, J. (1999). A longitudinal study of the relation between language and theory of
mind development. Developmental Psychology, 35, 1311-1320.
Banerjee, R., & Yuill, N. (1999). Children's understanding of self-presentational display rules:
Associations with mental-state understanding. British Journal of Developmental Psychology, 17, 111-
124.
Brody, L. (1999). Gender, emotion, and the family. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bruner, J., & Kalmar, D. (1997). Narrative and metanarrative in the construction of self. In M. Ferrari & R.
Sternberg (Eds.), Self-awareness: Its nature and development (pp. 1- 52). New York: Guilford.
Bybee, J. (Ed.). (1998). Guilt and children. San Diego: Academic Press.
Capps, L., Yirmiya, N., & Sigman, M. (1992). Understanding of simple and complex emotions in nonretarded
children with autism. Journal of Child Psychology and Psychiatry, 33, 1169-1182.
Carroll, J., & Steward, J. (1984). The role of cognitive development in children's understandings of their
own feelings. Child Development, 55, 1486-1492.
Cassidy, J., Ross, D., Butkovsky, L., & Braungart, J. (1992). Family-peer connections: The roles of
emotional expressiveness within the family and children's understanding of emotions. Child
Development, 63, 603-618.
Chang, L. (2003). Variable effects of children’s aggression, social withdrawal, and prosocial leadership
as functions of teacher beliefs and behaviors. Child Development, 74, 535-548.
Cole, M. (1990). Cultural psychology: A once and future discipline? In J. J. Berman (Ed.), Cross-cultural
perspectives: Nebraska Symposium on Motivation. Lincoln. NE: University of Nebraska Press.
Coplan, R. J., & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school
adjustment in kindergarten. Journal of Research in Childhood Education, 22, 377-389.
Coplan, R., & Armer, M. (2005). Talking your self out of being shy: Shyness, expressive vocabulary and
socioemotional adjustment in preschool. Merrill-Palmer Quarterly, 51, 20-41.
Crick, N. (1996). The role of overt aggression, relational aggression, and prosocial behavior in the
prediction of children's future social adjustment. Child Development, 67, 2317-2327.
Crick, N., & Nelson, D. (2002). Relational and physical victimization within friendships: Nobody told me
there’d be friends like these. Journal of Abnormal Child Psychology, 30, 599-607.
Crozier, R. (1995). Shyness and self-esteem in middle childhood. British Journal of Educational,
Psychology, 65, 85-89.
Curtis, J., & Altmann, H. (1977). The relationship between teachers’ self-concept and the self-concept
of students. Child Study Journal, 7, 17-26.
Cutting, A., & Dunn, J. (1999). Theory of mind, emotion understanding, language and family
background: Individual differences and inter-relations. Child Development, 70, 853-865.
Denham, S. (1998). Emotional development in young children. New York: Guilford.
Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K., Auerback-Major, & Queenan, P. (2003).
Preschool emotional competence: Pathway to social competence? Child Development, 74, 238-256.
Denham, S., Cook, M., & Zoller, D. (1992). Baby looks very sad: Implications of conversations about
feelings between mother and preschooler. British Journal of Developmental Psychology, 10, 301-315.
Denham, S., von Salisch, M., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and social
development in childhood. In P. Smith, & C. Hart, C. (Eds.), Blackwell handbook of childhood social
development (pp. 307-328). London: Blackwell.
de Villiers, P. (1999, April). Language and thought: False complements and false beliefs. Paper presented
at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
Dunn, J. (1988). The beginning of social understanding. Oxford,: Blackwell.
Dunn, J. (2005, June). Relationships and children’s discovery of the mind. Paper presented at the annual
meeting of the Jean Piaget Society, Vancouver, BC.
Dunn, J., & Hughes, C. (1998). Young children's understanding of emotions within close relationships.
Cognition and Emotion, 12, 171-190.
Dunn, J., Maguire, M., & Brown, J. (1995). The development of children's moral sensibility: Individual
differences and emotion understanding. Developmental Psychology, 31, 649-659.
Dunn, L.,, & Dunn, L. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American
Guidance Service.
Fivush, R. (1989). Exploring sex differences in the emotional content of mother-child conversations
about the past. Sex Roles, 20, 675-691.
Gergen, K. (2001). Social construction in context. London: Sage.
Golombok, S., & Rust, J. (1993). The pre-school activities inventory: A standardized assessment of
gender role in children. Psychological Assessment, 5, 131-136.
Griffin, S. (1995). A cognitive-developmental analysis of pride, shame, and embarrassment in middle
childhood. In J. Tangney & K. Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt,
embarrassment, and pride (pp. 219-236). New York: Guilford.
Halpern, D. (1992). Sex differences in cognitive abilities (2nd ed.). Hillsdale, NJ: Erlbaum.
Harre, R. (1986). The social construction of emotions. Oxford: Blackwell.
Harris, P. (1989). Children and emotion: The development of psychological understanding.
Cambridge, UK: Blackwell.
Hughes, C., & Dunn, J. (1999). Theory of mind and emotion understanding: Longitudinal associations
with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037.
Hughes, C., Deater-Deckard, K., & Cutting, A. (1999). 'Speak roughly to your little boy'? Sex differences
in the relations between parenting and children' understanding of mind. Social Development, 8,
143-160.
Isenberg, A. (1980). Natural pride and natural shame. In A. Rorty (Ed.), Explaining emotions (pp. 355-
383). Los Angeles: University of California Press.
Jenkins, J., & Astington, J. (1996). Cognitive factors and family structure associated with theory of mind
development in young children. Developmental Psychology, 32, 70-78.
Kagan, J. (1987). Introduction. In J. Kagan & S. Lamb (Eds.), The emergence of morality in young children
(pp. ix-xx). Chicago: University of Chicago Press.
Kagan, J., & Snidman, N. (2004). The long shadow of temperament. Cambridge, MA: The Belknap Press of
Harvard University Press.
Kitayama, S., Markus, H., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in
Japan and the United States. Cognition and Emotion, 2, 95-124.
Kitayama, S., Markus, H., & Matsumoto, H. (1995). Culture, self, and emotion: A cultural perspective on
"self-conscious" emotions. In J. Tangney & K. Fischer (Eds.), Self-conscious emotions: The psychology
of shame, guilt, embarrassment, and pride (pp. 439-464). New York: Guilford.
Kochanska, G. (1994). Maternal reports of conscience development and temperament in young
children. Child Development, 65, 852-868.
Kopp, C. (1989). Regulation of distress and negative emotions: A developmental view. Developmental
Psychology, 25, 343-354.
Kornilaki, E., & Chlouverakis, G. (2004). The situational antecedents of pride and happiness:
Developmental and domain difference. British Journal of Developmental Psychology, 22, 605-619.
Laible, D., & Thompson, R. (1998). Attachment and emotional understanding in preschool.
Developmental Psychology, 34, 1038-1045.
Lewis, M. (1995). Embarrassment: The emotion of self-exposure and evaluation. In J. Tangney & K.
Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp.
198-218). New York: Guilford Press.
Lutz, C. (1988). Unnatural emotions: Everyday sentiments on a Micronesian atoll and their challenge to
Western theory. Chicago: University of Chicago Press.
Maccoby, E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Harvard
University Press.
Markus, H.,, & Kitayama, S. (1994). The cultural construction of self and emotion: Implications for social
behavior. In S. Kitayama & H. Markus (Eds.), Emotion and culture: Empirical studies of mutual influence
(pp. 89-130). American Psychological Association: Washington, DC.
Parent, S., Normandeau, S., Cossett-Richard, M., & Letarte, M. (1999, April). Children' emotional
competence and social behavior within the family: May gender differences be in the eye of the
beholder? Poster presented at the biennial meeting of the Society for Research in Child
Development, Albuquerque, NM.
Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years:
Developmental periods and hierarchical organization. European Journal of Developmental Psychology,
1, 127-152.
Pons, F., Lawson, J., Harris, P., & de Rosnay, M. (2003). Individual differences in children’s emotion
understanding: Effects of age and language. Scandinavian Journal of Psychology, 44, 347-353.
Purkey, W. (2000). What students say to themselves: Internal dialogue and school success.
Thousand Oaks: Corwin Press, Inc.
Rubin, K., & Asendorf, J. (1993). Social withdrawal, inhibition, and shyness in childhood:
Conceptual and definitional issues. In K. Rubin & J. Asendorf (Eds.), Social withdrawal, inhibition and
shyness in childhood (pp. 3-17). Hillsdale, NJ: Lawrence Erlbaum.
Rubin, K., & Coplan, R. (2004). Paying attention to and not neglecting social withdrawal and
social isolation. Merrill-Palmer Quarterly, 50, 506-534.
Rubin, K., Burgess, K., & Coplan, R. (2002). Social withdrawal and shyness. In P. Smith & C. Hart (Eds.),
Blackwell’s handbook of childhood social development (pp. 329-352). London: Blackwell.
Rubin, K.H., Coplan, R.J., & Bowker, J. (2009). Social withdrawal in childhood. Annual Review of
Psychology, 60. 11.1-11.31.
Rubin, K., Chen, X., & Hymel, S. (1993). The socio-emotional characteristics of extremely aggressive and
extremely withdrawn children. Merrill-Palmer Quarterly, 39, 318-534.
Ruble, D., & Martin, C. (1998). Gender development. In N. Eisenberg (Ed.), Handbook of child psychology:
Social, emotional and personality development (5th ed.) (pp. 933-1016). New York: Wiley.
Russell, J., & Paris, F. (1994). Do children acquire concepts for complex emotions abruptly? International
Journal of Behavioral Development, 17, 349-365.
Saarni, C. (1999). The development of emotional competence. New York: Guilford.
Salovey, P., & Sluyter, D. (1997). Emotional development and emotional intelligence: Educational
implications. New York: Basic Books.
Schneider, B. (1999). A multimethod exploration of the friendships of children considered socially
withdrawn by school peers. Journal of Abnormal Child Psychology, 27, 115-123.
Stipek, D., Recchia, S., & McClintic, S. (1992). Self-evaluation in young children. Monographs of the
Society for Research in Child Development, 57(1, Serial No. 226), 1-84.
Sutton J., Smith P., Swettenham J. (1999). Social cognition and bullying: Social inadequacy or skilled
manipulation? British Journal of Developmental Psychology, 17:435-450.
Thompson, R. (1994). Emotional regulation: A theme in search of definition. In N. Fox (Ed.). The
development of emotion regulation: Biological and behavioral considerations. Monographs of the
Society for Research in Child Development, 59(2-3, Serial No. 240), 25-52.
Verschueren, K., Buyck, P., & Marooen, A. (2001). Self-representations and emotional competence in
young children: A 3-year longitudinal study. Developmental Psychology, 37, 126-134.
Vinden, P. (1999). Children’s understanding of mind and emotion: A multi-culture study. Cognition and
Emotion, 13, 1948.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press. (Original works published 1930, 1933, 1935).
Whissell, C., & Nicholson, H. (1991). Children's freely produced synonyms for seven key emotions.
Perceptual and Motor Skills, 72, 1107-1111.
White, A. (1994). Affecting culture: Emotions and morality in everyday life. In S. Kitayama & H. Markus
(Eds.), Emotion and culture: Empirical studies of mutual influence (pp. 219-239). Washington, DC:
American Psychological Association.
Wichmann, C., Coplan, R., & Daniels, T. (2004). The social cognitions of socially withdrawn children.
Social Development, 13, 377-329.
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Published
2017-08-23
How to Cite
Bosacki, S. (2017). Socioemotional competence, self-perceptions, and receptive vocabulary in shy canadian children. International Electronic Journal of Elementary Education, 4(3), 573–591. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/196
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