They sit at the edges, content in their quietude, while the world assumes they are disengaged. Yet, when introverted students do speak, their words often resonate with depth and insight, challenging the notion that silence equates to detachment.
But what happens when these introverts step into the social whirl of group learning?
A 2020 study by Sanna Tuovinen, Xin Tang, and Katariina Salmela-Aro titled Introversion and Social Engagement: Scale Validation, Their Interaction, and Positive Association With Self-Esteem unveiled the unexpected ways in which introversion and social engagement intersect to redefine self-esteem and academic well-being.
POWER OF SOCIAL ENGAGEMENT
It is a long-standing belief that education thrives on collaboration. In Finnish classrooms, where the focus on teamwork and dialogue is deeply ingrained, the social engagement of students is seen as pivotal.
From brainstorming sessions to project-based learning, the emphasis on group work is intended to foster mutual understanding, critical thinking, and collective achievement. For introverted students, however, this presents a paradox. Historically painted as shy, reserved, or even disengaged, introverts have been unfairly cast as ill-suited to thrive in such settings. Yet, research now suggests that introverts are not merely bystanders in the dynamic world of collaborative learning.
Introverted students, when encouraged and supported, can exhibit levels of social engagement that positively transform their self-esteem. This is not about compelling them to mimic extroverts but about recognising and nurturing their unique ways of interacting within groups.
The study, conducted among Finnish adolescents, revealed that introverts with high social engagement reported significantly higher self-esteem compared to their less-engaged peers.
This underscores the importance of creating environments where introverted students feel safe to share their thoughts, seek help, and connect with others.
However, this interaction isn’t just about forced participation. Introverts excel in settings that allow for thoughtful contributions. Small group discussions, where ideas are exchanged at a slower, more reflective pace, can provide them with the space they need to thrive.
Teachers play a central role here, ensuring that group dynamics are balanced and inclusive.
UNDERSTANDING INTROVERSION
The concept of introversion was first brought to light by Swiss psychiatrist Carl Gustav Jung in his 1921 book Psychological Types. Jung identified introverts as individuals who focus inward, prioritising their thoughts, dreams, and ideas over external social interactions.
He compared introverts to a Greek deity Apollo, symbolising clarity, introspection, and vision.
Modern psychology highlights introverts as those who thrive in calm environments and excel in activities requiring deep focus, creativity, and empathy. Unlike the common misconception, introverts are not shy or anti-social; they recharge by spending time alone or engaging in meaningful one-on-one conversations.
INTROVERSION VERSUS SHYNESS
Introversion and shyness are often mistaken for one another, but they are as different as cats and dogs. Shyness stems from a fear of socialising; shy individuals tend to avoid interactions because they feel nervous or intimidated.
Introverts, on the other hand, might enjoy socialising, but they gravitate towards meaningful interactions and need solitude to recharge their energy.
Consider this: at a party, a shy person might think, “Oh no, I hope no one talks to me,” while an introvert hopes to find one interesting person for a genuine conversation before retreating to their cosy corner. This distinction highlights that introverts are not socially averse but are strategic and selective about their interactions.
Moreover, studies show that introverts have a higher sensitivity to dopamine, the brain chemical associated with pleasure and reward. This makes them more easily satisfied with less stimulation, explaining their preference for quieter, low-key environments.
CELEBRATING QUIET STRENGTHS
Did you know that January 2 annually marks World Introvert Day? Dedicated to those who thrive in relaxed environments and value introspection, this day reminds us that introversion is not a weakness but a strength, offering the world a quieter, contemplative perspective.
This observance was initiated by German psychologist Felicitas Heyne, who proposed January 2 as an ideal date – a peaceful pause after the socially intense holiday season.
Since its inception in 2011, World Introvert Day has gained global recognition as a moment to celebrate and appreciate the unique qualities of introverts.
Social engagement does more than boost self-esteem – it fosters a sense of belonging. For introverted students, feeling connected to their peers reduces the risks of burnout often associated with academic pressures. Yet, the key lies in balance.
Unlike their extroverted counterparts, introverts require downtime to recharge after social interactions. Schools that recognise this need by offering quiet spaces or flexible participation options can help introverted students maintain their energy while still benefiting from collaborative learning.
LOOKING AHEAD
As we reconsider the dynamics of learning, one thing becomes clear: introversion and social engagement are not mutually exclusive. With thoughtful guidance, introverted students can engage meaningfully with their peers, elevating their self-esteem and enriching the collective learning experience.
The classroom of the future doesn’t just accommodate different personality types – it celebrates them. In doing so, it ensures that every voice, no matter how soft, is heard and valued. – Features Desk
