Objective      To study the gender differences and correlation between social anxiety and children neglect in grade 4-6 primary school students in Chongqing

China.       Methods      Using stratified randomization sampling method

1 523 primary students were enrolled in this study. Students with social anxiety and neglected situation were accessed with the Social Anxiety Scale for Children and Child Neglect Scale.       Results      The levels of neglect score (

Z

=-3.83)

emotion neglect (

Z

=-3.81)

communication neglect (

Z

=-3.15) and safety neglect of the boys were more serious than those of the girls (

P

0.01)

but the fear of negative evaluation (P0.01) and social anxiety score (P0.01) of the girls were more serious than those of the boys. There were significant differences in fear of negative evaluation

avoidance of distress and social anxiety score (P0.01) according to the severity of emotional neglect (t=-9.402

P

0.05)

communication neglect (

t

=-10.254

P

0.05) and neglect score (

t

=-7.749

P

0.05). Spearman correlation analysis showed that emotion neglect was positively correlated with fear of negative evaluation (r=0.386

P

0.01) and social anxiety score (r=0.380

P

0.01)

while communication neglect was positively correlated with fear of negative evaluation (r=0.351

P

0.01) and social anxiety score (r=0.358

P

0.01). When fear of negative evaluation

avoidance of distress and social anxiety score were considered as dependent variables in multiple stepwise regression analysis

the dimension of neglect incorporated into the variables was able to explain in 15.1%

5.0% and 13.9%

respectively.       Conclusion      The neglect is significantly correlated with children social anxiety

which is more serious in girls than that in boys

especially in emotional neglect and communication neglect. Although the degree of boys’ neglect is higher than that of the girls’

the effect of neglect on girls’ social anxiety is more severe. All of these imply that parents should pay more attention to emotional communication with children

especially encouraging girls’ social interaction.