The goal of this study was to explore longitudinal associations among child shyness, harsh maternal and paternal parenting styles, and close teacher-child relationships in the cultural context of contemporary urban China. Participants were N = 1,154 third through seventh-grade students (566 boys, 588 girls; Mage = 10.78 years, SD = 1.55), recruited from schools in Shanghai, P. R. China. Data were collected at two time-periods over a one-year period using multi-source assessments. Children provided self-reports of shyness, mothers and fathers rated their own harsh parenting, and teachers assessed teacher-child relationships. Among the results, shyness predicted increased incremental change in harsh parenting (for both mothers and fathers) and incremental decrease in close teacher-child relationships one year later. Results are discussed in terms of the evolving meaning and implications of child shyness in contemporary Chinese culture.

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Keywords Culture, Parenting, Shyness, Teacher-child relationships
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Journal Journal of Child and Family Studies
Liu, J. (Junsheng), Xiao, B. (Bowen), Coplan, R, Chen, X. (Xinyin), & Li, D. (Dan). (2018). Cross-Lagged Panel Analyses of Child Shyness, Maternal and Paternal Authoritarian Parenting, and Teacher-Child Relationships in Mainland China. Journal of Child and Family Studies. doi:10.1007/s10826-018-1229-7