Class climate moderates peer relations and emotional adjustment in children with an early childhood history of anxious solitude: A child × environment model.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Heidi Gazelle, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Research since the 1980s has indicated that anxious solitary (AS) children—children who are shy, socially anxious, and often play alone when among familiar playmates—are at risk for interpersonal and internalizing problems as a group (Gazelle et al., 2005; Hymel, Rubin, Rowden, & LeMare, 1990; Morison & Masten, 1991; Rubin, Chen, McDougall, Bowker, & McKinnon, 1995; Rubin & Mills, 1988). However, recent work has revealed substantial heterogeneity in the adjustment trajectories of AS individuals. Some AS children encounter peer rejection and mistreatment soon after school entry and throughout middle childhood, whereas others escape interpersonal adversity (Gazelle & Ladd, 2003). Furthermore, adversity in the early school years predicts heightened stability of AS and partially mediates the relation between AS and depressive symptoms (Gazelle & Ladd, 2003; see also Gazelle & Rudolph, 2004). Given the implications of early adversity for subsequent adjustment, research on risk and protection from early peer adversity among AS children is needed.

Additional Information

Developmental Psychology, 42, 1179-1192
Language: English
Date: 2006
classroom climate, shyness, social anxiety, social withdrawal, victimization

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