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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
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
FullText Links:
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  Data: Behavioral Profiles of Anxious Solitary Children: Predicting Peer Relations Trajectories from Third through Fifth Grades
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  Data: <searchLink fieldCode="AR" term="%22Gazelle%2C+Heidi%22">Gazelle, Heidi</searchLink><br /><searchLink fieldCode="AR" term="%22Shell%2C+Madelynn+D%2E%22">Shell, Madelynn D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Merrill-Palmer+Quarterly%3A+Journal+of+Developmental+Psychology%22"><i>Merrill-Palmer Quarterly: Journal of Developmental Psychology</i></searchLink>. Apr 2017 63(2):237-281.
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  Data: 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
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  Data: National Institute of Mental Health (DHHS/NIH)
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 45
        StartPage: 237
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
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      – SubjectFull: Classification
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Observation
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Adjustment (to Environment)
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    Titles:
      – TitleFull: Behavioral Profiles of Anxious Solitary Children: Predicting Peer Relations Trajectories from Third through Fifth Grades
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            NameFull: Gazelle, Heidi
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            NameFull: Shell, Madelynn D.
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