|Anxious Solitude, Unsociability, and Peer Exclusion in Middle Childhood: A Multitrait-Multimethod Matrix
||The goal of the present study was to examine convergent and divergent validity among multiple informants (peers, teachers, child self-reports, observers, and parents) for childhood anxious solitude (solitary behavior due to social anxiety), unsociabi...
|Anxious solitary children at recess: naturalistic observation of sequential peer exclusion, victimization, and acceptance processes
||This investigation assessed the processes by which anxious solitary children (i.e., those who are shy and play alone at elevated rates) were excluded, victimized, and accepted by their familiar peers. Peer sociometric nominations were conducted with ...
|Elementary school classroom emotional climate as a moderator of anxious solitary children’s risk for peer exclusion: a child × environment model.
||The current study examined classroom emotional climate as a moderator of anxious solitary children’s risk for peer exclusion over a three-year period from third through fifth grade.
A sample of 688 children completed peer nominations for anxious sol...
|Stress and social evaluative concerns: stability across later middle childhood
||The present study aims to determine if two different types of stress, life events and daily strain, have an impact on the development of children's social evaluative concerns among familiar peers during later middle childhood. Moreover, the cumulativ...
|Anxious solitude and the middle school transition: a child × environment model of peer exclusion and victimization trajectories across five years
||Consistent with a child × environment model it was hypothesized that anxious solitude and the middle school transition interact to influence peer mistreatment over time. A sample of 688 children participated in peer- and self-reported behavioral nomi...