The goal of the present study was to explore the moderating role of teacher—child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (Mage = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child’s shyness. In January/February teachers completed the Student—Teacher Relationship Scale (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher—child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher—child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher—child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher—child relationships in shy children’s adjustment. Results are discussed in terms of the contributions of teachers to young shy children’s school adjustment.
Friend Affiliations and School Adjustment Among Mexican-American Adolescents: The Moderating Role of Peer and Parent Support