Shyness and classroom performance in junior school students: A moderated mediation model

The present study investigated the influence of shyness on classroom performance by surveying 925 junior school students with the Shyness Scale, Classroom Performance Questionnaire, Fear of Negative Evaluation Questionnaire and Classroom Goal Structure Questionnaire. Correlation analysis showed that shyness was significantly negatively correlated with classroom performance. Mediation analysis revealed that mastery goals partially mediated the association between shyness and classroom performance. Moreover, this mediation effect was moderated by fear of negative evaluation. Compared with individuals who have high fear of negative evaluation, the direct effect and mediating effect are stronger in individuals who have low fear of negative evaluation. This study focuses on shyness and academic research, expands the research field of shyness, reveals the influencing factors and mechanisms of classroom performance to a certain extent, and has reference value for improving the classroom performance of shy junior school students.