My research centers on the effects of shyness, attachment style, and shame on students’ persistence and achievement in college. A student’s personal characteristics and academic ability play a role in a student’s commitment to a university. The higher the level of engagement and commitment, the more likely the student will succeed. Therefore, focusing on psychological characteristics promotes student engagement and commitment (Braxton et al. 2014). In addition, student perceptions of their teacher as effective, knowledgeable, and caring reflect an emphasis on teacher development and student success. Effective teachers have a positive influence on students’ perceptions of their own ability to be academically successful. This poster will focus on the questions that arise when teaching shy, avoidant, and shame prone students. How can we approach a shy, avoidant, or shame-prone college student to develop a trusting relationship that is conducive to learning? How do we identify a student who suffers from shame or shyness leading to disengagement? What are the overt behaviors of these types of students? How can we tell the difference between someone who is shy versus introverted? How could we approach an avoidant or shy student when he or she does not want to join a group? What are some teaching techniques to promote participation from these types of students? What class activities appeal to these types of students? The more we understand and respond to the effects of psychological constructs on our students’ behavior, the more likely they will persist and succeed in our classroom.
Braxton, J.M., Doyle, W. R., Hartley, H.V., Herschy, A.S., Jones, W.A., & McLendon, M. K. (2014). Rethinking College Student Retention. San Francisco, CA: Wiley & Sons.