Shyness in Chinese preschool children: a latent class growth model

Shyness is often linked to negative social adjustment, and children may exhibit various developmental patterns of social withdrawal behaviors at different stages. However, most current research, primarily cross-sectional, has yet to examine individual trajectories of shyness development over time. This study utilized the Latent Class Growth Model to explore developmental trajectories of preschoolers’ shyness as reported by mothers, along with the social adjustment differences among these trajectories. Shyness was measured based on mothers’ reports using the Children’s Social Preference Scale, children’s social adjustment was evaluated through the strengths and difficulties questionnaire reported by mothers, and the Child Behavior Scale and Social Skills Teacher Rating System reported by teachers. The sample comprised 361 children (Mage = 4.72 years, SD = 0.63; 160 girls), with data collected over 1 year at three intervals, approximately six months apart. The results revealed three distinct developmental trajectories for preschoolers’ shyness: high-increasing, low-stable, and medium-stable. The high-increasing group exhibited the most asocial behavior, emotional symptoms, peer problems, and slightly higher peer exclusion compared to the low-stable group, which showed the least. The high-increasing group also had lower interpersonal skills, with no significant gender differences observed. By delineating these trajectories, this study advances understanding of shyness development in early childhood, particularly within the Chinese cultural context. The findings underscore the need for targeted interventions to support children on divergent shyness pathways, thereby promoting better social adjustment and overall well-being.