000110603 001__ 110603
000110603 005__ 20220908120612.0
000110603 0247_ $$2doi$$a10.5944/REOP.VOL.32.NUM.2.2021.31280
000110603 0248_ $$2sideral$$a127332
000110603 037__ $$aART-2021-127332
000110603 041__ $$aspa
000110603 100__ $$0(orcid)0000-0001-7861-2400$$aSierra Sánchez, V.$$uUniversidad de Zaragoza
000110603 245__ $$aVínculos entre la timidez y las habilidades sociales: análisis de tendencias entre grupos de edad y sexo
000110603 260__ $$c2021
000110603 5060_ $$aAccess copy available to the general public$$fUnrestricted
000110603 5203_ $$aThe different theories about personality traits have progressively evolved. There is, however, a general agreement on the considerable barriers that shyness behaviors can pose to well-being and personal development. Under the paradigm of quantitative research, the present study aims to analyze behaviors related to shyness in a sample of 391 people aged between 11 and 63 years. A questionnaire was used in which the frequency with which different behaviors appeared was estimated. The results have evidenced a more frequent presence of shy behaviors in the female sex. Considering different age groups, significant differences have also been found in certain specific behaviors. These findings have important implications since the prolonged time of pronounced shyness could lead to the appearance of more serious psychological disorders. In response to the avoidance of these psychological consequences, it is proposed that emotional and social competencies be assessed by the educational guidance teams as the main triggers that can affect the comprehensive development of students. In addition, it would be advisable to include in their educational centers different strategies or socio-emotional education programs that contribute to the personal, social, and emotional development of all students in all educational stages.
000110603 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000110603 592__ $$a0.265$$b2021
000110603 594__ $$a1.5$$b2021
000110603 593__ $$aEducation$$c2021$$dQ3
000110603 593__ $$aApplied Psychology$$c2021$$dQ3
000110603 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000110603 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre Cosculluela, C.$$uUniversidad de Zaragoza
000110603 700__ $$0(orcid)0000-0002-9140-2974$$aRodríguez Martínez, A.$$uUniversidad de Zaragoza
000110603 700__ $$0(orcid)0000-0003-2206-2299$$aVázquez Toledo, S.$$uUniversidad de Zaragoza
000110603 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000110603 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000110603 773__ $$g32, 2 (2021), 91-109$$pRev. esp. orientac. psicopedag.$$tRevista Española de Orientacion y Psicopedagogia$$x1139-7853
000110603 8564_ $$s377861$$uhttps://zaguan.unizar.es/record/110603/files/texto_completo.pdf$$yVersión publicada
000110603 8564_ $$s1431534$$uhttps://zaguan.unizar.es/record/110603/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000110603 909CO $$ooai:zaguan.unizar.es:110603$$particulos$$pdriver
000110603 951__ $$a2022-09-08-11:58:51
000110603 980__ $$aARTICLE