Behavioral Profiles of Anxious Solitary Children: Predicting Peer Relations Trajectories from Third through Fifth Grades
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| Title: | Behavioral Profiles of Anxious Solitary Children: Predicting Peer Relations Trajectories from Third through Fifth Grades |
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| Language: | English |
| Authors: | Gazelle, Heidi, Shell, Madelynn D. |
| Source: | Merrill-Palmer Quarterly: Journal of Developmental Psychology. Apr 2017 63(2):237-281. |
| Availability: | Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html |
| Peer Reviewed: | Y |
| Page Count: | 45 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Institute of Mental Health (DHHS/NIH) |
| Contract Number: | 1K01MH076237 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Anxiety, Child Behavior, Profiles, Peer Relationship, Elementary School Students, Grade 3, Grade 4, Grade 5, Classification, Individual Characteristics, Observation, Holistic Approach, Adjustment (to Environment) |
| ISSN: | 0272-930X |
| Abstract: | Consistent with a holistic perspective emphasizing the integration of multiple individual characteristics within child systems, it was hypothesized that subgroups of anxious solitary (AS) children differentiated by agreeable, normal, attention-seeking, and externalizing behaviors would demonstrate enduring heterogeneity in peer relations over the last three years of elementary school, a period of relative ecological stability. Subgroup analyses were conducted with 661 children (mean age in third grade = 8.66 years, 51.6% female) who participated in peer sociometrics in the fall and spring of the third through fifth grades. Recess observations were conducted for a subset of these children (n = 227) once in the third and fourth grades and twice in fifth grade. About half of children retained the same subgroup classification from third through fourth and fifth grades--a significant pattern of stability. Results revealed some normative patterns of change (particularly for recess observations) and group-specific patterns of change in peer relations over time. However, the overarching pattern was stability and the preservation of initial between-group differences in peer relations over time. Taken together, results revealed that Agreeable AS children demonstrated significantly superior relational adaptation relative to other AS children, whereas Normative, Attention-seeking, and Externalizing AS children demonstrated successively worse relational adversity. Attention-seeking AS children engaged in particularly high rates of solitary directed behavior and were most ignored by peers. Both Attention-seeking AS and Externalizing AS children were most often victimized by peers. |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2017 |
| Access URL: | https://digitalcommons.wayne.edu/mpq/vol63/iss2/4/ |
| Accession Number: | EJ1163475 |
| Database: | ERIC |
| Abstract: | Consistent with a holistic perspective emphasizing the integration of multiple individual characteristics within child systems, it was hypothesized that subgroups of anxious solitary (AS) children differentiated by agreeable, normal, attention-seeking, and externalizing behaviors would demonstrate enduring heterogeneity in peer relations over the last three years of elementary school, a period of relative ecological stability. Subgroup analyses were conducted with 661 children (mean age in third grade = 8.66 years, 51.6% female) who participated in peer sociometrics in the fall and spring of the third through fifth grades. Recess observations were conducted for a subset of these children (n = 227) once in the third and fourth grades and twice in fifth grade. About half of children retained the same subgroup classification from third through fourth and fifth grades--a significant pattern of stability. Results revealed some normative patterns of change (particularly for recess observations) and group-specific patterns of change in peer relations over time. However, the overarching pattern was stability and the preservation of initial between-group differences in peer relations over time. Taken together, results revealed that Agreeable AS children demonstrated significantly superior relational adaptation relative to other AS children, whereas Normative, Attention-seeking, and Externalizing AS children demonstrated successively worse relational adversity. Attention-seeking AS children engaged in particularly high rates of solitary directed behavior and were most ignored by peers. Both Attention-seeking AS and Externalizing AS children were most often victimized by peers. |
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| ISSN: | 0272-930X |
