Sandra Żołądkowska, Aleksandra Rogowska The role of shyness and self-esteem in the academic achievements of adolescents

Abstrakt

The purpose of this article is to explore how temperamental characteristics, specifically shyness, relate to adolescents’ academic performance. The study aims to clarify whether this relationship is direct or operates through intermediary psychological and behavioral mechanisms, namely self-esteem and school behavior. This study investigated the indirect relationship between shyness and academic performance among adolescents, examining self-esteem and school behavior as mediators. A total of 300 students aged 11–16 from four Polish voivodeships participated. Measures included the Rosenberg Self-Esteem Scale (RSES), the Revised Cheek and Buss Shyness Scale (RCBS), and students' final grades in Polish, mathematics, and English, which were used to calculate GPA. A mediation model was tested using path analysis, controlling for gender and age. Results showed that shyness negatively predicted both self-esteem and behavioral functioning, which in turn significantly predicted GPA. The direct effect of shyness on academic performance was nonsignificant, whereas the indirect effects via self-esteem and behavior were significant, indicating full mediation. These findings suggest that temperamental traits such as shyness influence academic achievement primarily through internal (self-esteem) and external (behavioral engagement) pathways. The results support the Reciprocal Effects Model and highlight the importance of fostering both psychological and behavioral resources to promote academic success in adolescent students.