The present study explored the relations among preservice teacher shyness (shy, average, outgoing) and their responses towards hypothetical children displaying classroom problem behaviours (shy/quiet, exuberant/talkative) in the classroom. Participants were 335 elementary preservice teachers attending a Midwest university in the United States. Preservice teachers completed self-reports of shyness and responded to hypothetical vignettes depicting different classroom behaviours. Among the results, shy preservice teachers reported lower self-efficacy and less tendency to use warm/supportive and social-learning strategies as compared to their more outgoing counterparts. Shy preservice teachers also had lower tendency than average teachers to refer to high-powered strategies when dealing with shy children, but more likely with exuberant children. Results are discussed in terms of the role of personality in teaching.

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Keywords child temperament, personality, self-efficacy, Shyness, teacher education
Persistent URL dx.doi.org/10.1080/01443410.2020.1718613
Journal Educational Psychology
Citation
Deng, Q. (Qizhen), Patwardhan, I. (Irina), Rudasill, K. (Kathleen), Trainin, G. (Guy), Wessels, S. (Stephanie), Torquati, J. (Julia), & Coplan, R. (2020). Shy and outgoing preservice teachers and their responses to hypothetical problem behaviors in the classroom. Educational Psychology. doi:10.1080/01443410.2020.1718613