الخجل وعلاقته بالتفاعل الصفي لدى تلاميذ السنة الرابعة ابتدائي
This study aimed to identify the nature of the relationship between shyness and classroom interaction in a sample of fourth year primary school pupils, the size of which is 30 pupils (17 males and 13 females) from Bouira. Likewise, the disclosure of the differences between the mean scores of the study sample on the Shyness Scale of Abdulaziz Hassan AlDerini, and the Classroom Interaction Questionnaire (prepared by the researchers) according to the gender variable. The descriptive approach has been relied upon for its relevance to the nature of the subject of study. The statistical methods for treating the results of the study were represented in the Pearson correlation coefficient and (T) test for the significance of differences, where the results are the following: 1) The existence of a non-significant relationship between shyness and classroom interaction among fourth year primary school pupils. 2) There are no statistically significant differences in shyness attributed to the gender variable. 3) There are no statistically significant differences in classroom interaction due to gender variable. (Published abstract)