Shyness

Genetics and heredity

Research indicates a positive correlation between childhood fearfulness and the development of shyness.^[4] Some studies suggest that higher levels of cortisol in shy children are associated with increased susceptibility to illness.^[5]

Several genetic links to shyness are current areas of research. Mouse models have also been used, to derive genes suitable for further study in humans. One such gene, the GAD gene, which is involved in producing GABA (a chemical that helps regulate brain activity and anxiety), has so far been shown to have some association with behavioral inhibition (a tendency to experience distress in new situations).^[6]

The genetics of shyness involves the study of candidate genes related to dopamine and serotonin regulation. Studies have identified modest correlations between shyness and specific variations of the DRD4 gene and the 5-HTTLPR (a region of the serotonin transporter gene). However, the influence of these individual genetic markers is considered small, and research into their connection with related conditions, such as social anxiety or obsessive-compulsive disorder, is ongoing.^[7][8] The long form of the 5-HTTLPR polymorphism (a common genetic variation) has been shown to be modestly correlated with shyness in grade school children.^[8] Previous studies had shown a connection between this form of the gene and both obsessive-compulsive disorder and autism.^[9]

Thalia Eley argues that only about 30% of shyness as a trait is genetically inherited, while the rest emerges as a response to the environment.^[10]

Mercury poisoning

Characteristics such as excessive shyness, embarrassment, and social phobia are associated with erethism (a neuropsychiatric syndrome resulting from chronic mercury poisoning).^[11][12]

Prenatal development

Evidence suggests an association between day length during pregnancy and the prevalence of shyness. A longitudinal study indicated that shorter day length during the midpoint of gestation may be associated with an increased probability of shyness in childhood.^[13]

Low birth weights

There is an observed correlation between birth weight and shyness or cautiousness in children. Findings suggest that those born at low birth weights are more likely to be shy, risk-averse and cautious compared to those born at normal birth weights. However, this association does not establish a causal relationship.^[14]

Educational Impact

Shyness can also be seen as an academic determinant. Research shows a negative relationship between shyness and classroom performance. As an individual's shyness increased, classroom performance decreased.^[19]

Introversion

While often colloquially equated with shyness, introversion is a distinct trait characterized by a preference for low-stimulation environments rather than social distress. Research by Bernardo J. Carducci states introversion is a preference for low-stimulation environments, whereas shyness involves a desire for social contact hindered by anxiety.^[20] Research using the statistical techniques of factor analysis and correlation has found shyness overlaps mildly with both introversion and neuroticism (i.e., negative emotionality).^[21][22][23] Low societal acceptance of shyness or introversion may reinforce a shy or introverted individual's low self-confidence.^[24][10]

Both shyness and introversion can outwardly manifest as socially withdrawn behaviors, such as tendencies to avoid social situations, especially when they are unfamiliar. Research indicates that shyness and introversion possess clearly distinct motivational forces and lead to different personal and peer reactions, and therefore cannot be described as theoretically the same,^[16][25][26] with Susan Cain's Quiet (2012) further discerning introversion as involving being differently social (preferring one-on-one or small group interactions) rather than being antisocial altogether.^[27]

Research suggests that no unique physiological response, such as an increased heart rate, accompanies socially withdrawn behavior in familiar compared with unfamiliar social situations. However, unsociability leads to decreased exposure to unfamiliar social situations and shyness causes a lack of response in such situations, suggesting that shyness and unsociability affect two different aspects of sociability and are distinct personality traits.^[25] In addition, different cultures perceive unsociability and shyness in different ways, which affects self-esteem. Collectivist cultures view shyness as a more positive trait related to compliance with group ideals and self-control, while perceiving chosen isolation (introverted behavior) negatively as a threat to group harmony; and because collectivist society accepts shyness and rejects unsociability, shy individuals develop higher self-esteem than introverted individuals.^[26] On the other hand, individualistic cultures perceive shyness as a weakness and a character flaw, while unsociable personality traits (preference to spend time alone) are accepted because they uphold the value of autonomy; accordingly, shy individuals tend to develop low self-esteem in Western cultures while unsociable individuals develop high self-esteem.^[16]

Social anxiety disorder

Clinical assessments distinguish shyness from social anxiety disorder (SAD) by the severity of anxiety and the resulting degree of functional impairment. While they share features like embarrassment and social avoidance, SAD involves a fear of negative evaluation that interferes with occupational or social roles. In contrast to social anxiety disorder, normative shyness typically does not result in functional impairment or the pervasive avoidance of social obligations.^[28] By 1994, however, when DSM-IV was published, it was given a second, alternative name in parentheses (social anxiety disorder) and was now said to be relatively common.^[29] According to the National Institute of Mental Health, the lifetime prevalence of social anxiety disorder among U.S. adults is approximately 12.1%, with an estimated 7.1% having experienced the disorder in the past year.^[30] Studies examining shy adolescents and university students found that between 12 and 18% of shy individuals meet criteria for social anxiety disorder.^[22][31][32]

Physical symptoms of social phobia can include blushing, shortness of breath, trembling, increased heart rate, and sweating. In some cases, these symptoms are intense enough to cause a panic attack.^[2]

Behavioral inhibition

Social inhibition is the conscious or unconscious constraint of behavior for social reasons, often manifesting as shyness. There are different levels of social inhibition, from mild to severe. Social inhibition can be adaptive when it prevents harmful behavior, but may be maladaptive when it hinders constructive social participation, such as classroom discussion.

Behavioral inhibition is a temperament or personality style that predisposes a person to become fearful, distressed and withdrawn in novel situations. This personality style is associated with the development of anxiety disorders in adulthood, particularly social anxiety disorder.^[33][34]

Intelligence

No correlation (positive or negative) exists between intelligence and shyness.^[36] Research indicates that shy children have a harder time expressing their knowledge in social situations (which most modern curricula use), and because they do not engage actively in discussions teachers view them as less intelligent.^{[citation needed]} In line with social learning theory, an unwillingness to engage with classmates and teachers makes it more difficult for shy students to learn. Test scores, however, indicate that whereas shyness may limit academic engagement, it is unrelated to actual academic knowledge.^[35] Depending on the level of a teacher's own shyness, more indirect (compared to socially oriented) strategies may be used with shy individuals to assess knowledge in the classroom, and accommodations made.^[36] Observed peer evaluations of shy people during initial meetings and social interactions thereafter found that peers evaluate shy individuals as less intelligent during the first encounter. During subsequent interactions, however, peers perceived shy individuals' intelligence more positively.^[17]

Western perceptions

In some Western cultures shyness-inhibition plays an important role in psychological and social adjustment. It has been found that shyness-inhibition is associated with a variety of maladaptive behaviors. Being shy or inhibited in Western cultures can result in rejection by peers, isolation and being viewed as socially incompetent by adults. However, research suggests that if social withdrawal is seen as a personal choice rather than the result of shyness, there are fewer negative connotations.^[41]

Arthur C. Benson felt shyness is not mere self-consciousness, but a primitive suspicion of strangers--the primeval belief that their motives are predatory--and that it is a sinister quality which needs to be uprooted.^[42] He believed the remedy is for shy people to frequent society for courage developed from familiarity. He claimed that too many shy adults take refuge in a critical attitude, "engaging in brutal onslaughts on inoffensive persons". He felt that a better way is for the shy to be nice, to inquire what others need and like through interest in others' activities or conversations, with friendly questions and sympathy.^[43]

For Charles Darwin, shyness was an "odd state of mind", appearing to offer no benefit. Since the 1970s, modern tendency in psychology has been to see shyness as pathology.^[44] However, evolutionary survival advantages of careful temperaments over adventurous temperaments in dangerous environments have also been recognized.^[38][44]

Eastern perceptions

In Eastern cultures shyness-inhibition in school-aged children is seen as positive and those who exhibit these traits are viewed well by peers and are accepted. They tend to be seen as competent by their teachers, performing well in school and to showing well-being. Shy individuals are also more likely to attain leadership status in school. Being shy or inhibited does not correlate with loneliness or depression as in the West. In Eastern cultures, being shy and inhibited is perceived as a sign of politeness, respectfulness and thoughtfulness.^[41]

Examples of shyness and inhibition

In Hispanic cultures shyness and inhibition with authority figures is common. For instance, Hispanic students may feel shy about being praised by teachers in front of others, because in these cultures students are rewarded in private with a touch, a smile, or spoken word of praise. Hispanic students may seem shy when they are not. It is considered rude to excel over peers and siblings; therefore it is common for Hispanic students to be reserved in classroom settings. Adults also show reluctance to share personal matters about themselves to authority figures such as nurses and doctors.^[45]

Closed cultures based on agriculture (Kenya, India, etc.) experience lower social engagement than those in more open communities (US, Okinawa, etc.) where interactions with peers are encouraged. Children in Mayan, Indian, Mexican and Kenyan cultures are less expressive in social styles during interactions and they spend little time engaged in socio-dramatic activities. They are also less assertive in social situations. Self-expression and assertiveness in social interactions are related to shyness and inhibition in that when a person is shy or inhibited, they exhibit little or no expressive tendencies.^[41] Assertiveness is demonstrated in the same way, shyness and inhibition lessens one's chances of being assertive because of a lack of confidence.^{[citation needed]}

In Italian culture emotional expressiveness during interpersonal interaction is encouraged. From a young age children engage in debates or discussions that encourage and strengthen social assertiveness. Independence and social competence during childhood is also promoted. Being inhibited is looked down upon and those who show this characteristic are viewed negatively by their parents and peers. Like other cultures where shyness and inhibition are viewed negatively, peers of shy and inhibited Italian children reject those who are socially fearful, cautious, and withdrawn. These withdrawn and socially fearful children express loneliness and believe themselves to be lacking the social skills needed in social interactions.^[46]