Junsheng Liu

TL;DR: This paper examined relations between different forms of social withdrawal (shyness, unsociability) and indexes of adjustment in Chinese and Canadian children, and found that the relation between adjustment and shyness did not differ significantly across the countries.

TL;DR: This article examined the short-term longitudinal associations between unsociability, shyness, and indices of adjustment among Chinese children and found that unsociality appeared to act as a risk factor for later peer problems and internalizing difficulties across the school year.

TL;DR: Results from mediation and moderated mediation analyses demonstrated that shyness indirectly predicted greater internalizing problems and poorer academic achievement through its negative association with peer preference and these indirect effects were moderated by teacher–child relationships, such that the negative association between shyness and peer reference was attenuated among children with higher quality of teacher– child relationships.

TL;DR: The findings show that there are cross-cultural similarities and differences in the various transactions that exist among peer victimization, depression, and academic achievement in Chinese primary school students.

TL;DR: Wang et al. as discussed by the authors compared the socio-emotional and academic adjustment of different subtypes of socially withdrawn (shy, unsociable, avoidant) school-age children in mainland China.