Joint Developmental Trajectories of Anxious Solitude and Peer Adversities from Early Childhood through Adolescence: Characteristics and Associations with Indices of Internalizing Problems
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| Title: | Joint Developmental Trajectories of Anxious Solitude and Peer Adversities from Early Childhood through Adolescence: Characteristics and Associations with Indices of Internalizing Problems |
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| Language: | English |
| Authors: | Gary W. Ladd (ORCID |
| Source: | Developmental Psychology. 2025 61(2):397-416. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | 1RO1MH49223 2RO1MH49223 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Anxiety, Child Development, Adolescent Development, Behavior Problems, Psychological Patterns, Self Esteem, Depression (Psychology), Withdrawal (Psychology), Rejection (Psychology), Bullying, Elementary School Students, Secondary School Students, Peer Groups |
| Geographic Terms: | Illinois |
| Assessment and Survey Identifiers: | Child Behavior Checklist, Perceived Competence Scale for Children |
| DOI: | 10.1037/dev0001848 |
| ISSN: | 0012-1649 1939-0599 |
| Abstract: | This study's aims were to identify distinct classes of youth exhibiting differing joint trajectories of anxious solitude (AS) and peer adversities from early childhood to adolescence and to examine relations between trajectory classes and the development of internalizing problems. A sample of 383 children (193 girls) was followed from kindergarten (M[subscript age] = 5.56 years) through Grade 12 (M[subscript age] = 17.89). Measures of AS, peer group rejection and victimization, loneliness, self-esteem, and depression were repeatedly administered across this epoch. Results revealed multiple joint-trajectory classes characterized by varying combinations of AS and peer adversity, and children in these classes differed in the development of internalizing problems over time. Consistent with diathesis--stress hypotheses, two types of peer adversities (stressors), peer group rejection and peer victimization, moderated the relations between children's propensity to engage in AS (diathesis) and the development of specific internalizing problems, including loneliness, depression, and low self-esteem. These findings suggest that socially vulnerable children (i.e., those high in AS) are particularly prone to developing internalizing problems in the face of peer adversity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502394 |
| Database: | ERIC |
| Abstract: | This study's aims were to identify distinct classes of youth exhibiting differing joint trajectories of anxious solitude (AS) and peer adversities from early childhood to adolescence and to examine relations between trajectory classes and the development of internalizing problems. A sample of 383 children (193 girls) was followed from kindergarten (M[subscript age] = 5.56 years) through Grade 12 (M[subscript age] = 17.89). Measures of AS, peer group rejection and victimization, loneliness, self-esteem, and depression were repeatedly administered across this epoch. Results revealed multiple joint-trajectory classes characterized by varying combinations of AS and peer adversity, and children in these classes differed in the development of internalizing problems over time. Consistent with diathesis--stress hypotheses, two types of peer adversities (stressors), peer group rejection and peer victimization, moderated the relations between children's propensity to engage in AS (diathesis) and the development of specific internalizing problems, including loneliness, depression, and low self-esteem. These findings suggest that socially vulnerable children (i.e., those high in AS) are particularly prone to developing internalizing problems in the face of peer adversity. |
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| ISSN: | 0012-1649 1939-0599 |
| DOI: | 10.1037/dev0001848 |
