摘要：Objectives: The purpose of this study was to examine the mediating effect of everyday executive function in the relationship between preschooler’s shyness and school readiness. Methods: Participants consisted of 236 five-year-old preschoolers. For data analyses, descriptive statistics, t-tests and Pearson’s correlation and structural equation modeling were used. Bootstrapping method was applied to examine the significance of the mediating effects. Results: First, preschool girls were reported to show higher school readiness than preschool boys. Moreover, the children with sibling(s) were reported to have higher school readiness than those with no sibling(s). Employment of mothers and weekly private education hours had no significant effect on school readiness. Second, the everyday executive function mediated the relationship between the preschooler’s shyness and school readiness. Conclusion: This study has implication for investigating gender and sibling difference in shyness and the mediating mechanism of explaining variance in the school readiness of preschoolers. The limitations and more implications of this study are also discussed.
关键词：school readiness;shyness;everyday executive function
