The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations (i.e., self-reported shyness and preference for solitude) and social withdrawal (observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school), as well as self-and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness (but not preference for solitude) also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant (i.e., high in both shyness and unsociability) children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood.

This study explored the longitudinal relations among peer victimization, depression, and academic achievement in Chinese primary school students. Participants were N = 945 fourth-grade students (485 boys, 460 girls; M = 10.16 years, SD = 2 months) attending elementary schools in Shanghai, People's Republic of China. Three waves of data on peer victimization, depression, and academic achievement were collected from peer nominations, self-reports, and school records, respectively. The results indicated that peer victimization had both direct and indirect effects on later depression and academic achievement. Depression also had both direct and indirect negative effects on later academic achievement, but demonstrated only an indirect effect on later peer victimization. Finally, academic achievement had both direct and indirect negative effects on later peer victimization and depression. The findings show that there are cross-cultural similarities and differences in the various transactions that exist among peer victimization, depression, and academic achievement. Statement of contribution What is already known on this subject? Peer victimization directly and indirectly relates to depression and academic achievement. Depression directly and indirectly relates to academic achievement. Academic achievement directly and indirectly relates to depression. What the present study adds? A developmental cascade approach was used to assess the interrelations among peer victimization, depression, and academic achievement. Academic achievement mediates the relation between peer victimization and depression. Depression is related to peer victimization through academic achievement. Academic achievement directly and indirectly relates to peer victimization. Academic achievement is related to depression through peer victimization.

No abstract

The goal of this study was to explore longitudinal associations between peer victimization and academic achievement in Chinese children. Participants were N = 805 3rd-grade students (486 boys, 319 girls; M(age) = 9.5 years, SD = 3 months) attending primary schools in Shanghai, People's Republic of China. At Time 1 and Time 2 (2 years later), peers nominated classmates who were victims of peer maltreatment using the Chinese version of the Revised Class Play (Chen, Rubin, & Sun, 1992), and teachers rated students' academic achievement. Among the results, peer victimization was negatively related to academic achievement at both time points. Also, peer victimization and academic achievement displayed considerable stability across the 2 years. Results from cross-lagged hierarchical analyses demonstrated that peer victimization at Grade 3 predicted lower academic achievement at Grade 5. However, academic achievement at Grade 3 was not predictive of peer victimization at Grade 5. These results suggest that peer victimization appears to function more as a precursor rather than a consequence of lower academic achievement. Results are discussed in terms of the cross-cultural similarities in the links between peer maltreatment and academic achievement and their educational implications.

This study explored the predictive relations among early childhood educators' years of teaching experience, personality traits, and classroom management self-efficacy belief. Participants were n ϭ 395 early childhood educators (ECEs) from preschools and childcare centres located primarily in Ontario, Canada. Results showed positive relations between years of teaching experience and classroom management self-efficacy. As well, ECEs' personality predicted their classroom management self-efficacy above and beyond years of teaching experience. Higher levels of extraversion and openness to experience were found to uniquely predict greater classroom management self-efficacy. Results are discussed in terms of the implications for improving ECEs' classroom management self-efficacy.

In this study, we explored the longitudinal linkages among Chinese early adolescents’ unsociability, peer rejection, and loneliness. Participants were N = 445 primary school students in Shanghai, P.R. China followed over 3 years from Grades 6 and 7 to Grades 8 and 9. Measures of adolescents’ unsociability, peer rejection, and loneliness were obtained each year from a combination of self-reports and peer nominations. Among the results, (1) compared with the unidirectional and bidirectional models, the cross-lagged model was deemed the best fit for the data; (2) adolescent unsociability contributed to later increases in loneliness via a pathway through peer rejection; and (3) loneliness directly contributed to later increases in unsociability. Results are discussed in terms of the implications of unsociability for Chinese adolescents’ experience of peer rejection and subsequent loneliness.

The goal of this study was to explore the moderating role of perceived parental psychological control in the links between shyness and socio-emotional adjustment in Chinese adolescents. Participants were N = 462 Grade 7 and 8 Chinese adolescents (246 boys, Mage = 13.42 years, SD = 8 months) recruited from four randomly selected public schools in Shanghai, People's Republic of China. Participants completed peer assessment measures of shyness and peer victimization, sociometric nominations of peer rejection, and self-report measures of loneliness, depression, and perceived parental psychological control. Among the results, shyness was positively associated with loneliness, depressive symptoms, and peer rejection among adolescents who perceived their parents as higher in psychological control, but no significant associations were found among adolescents who perceived lower levels of parental psychological control. Results are discussed in terms of the implications of parenting practices perpetuating adjustment problems among shy adolescents in urban China.Shyness is a temperamental trait characterized by excessive wariness, unease, and self-consciousness in contexts of social novelty and perceived social evaluation (Rubin, Coplan, & Bowker, 2009). There is a growing body of research which shows that in contemporary urban Chinese society, shyness in childhood and adolescence is now associated with greater internalizing (e.g., depression, loneliness) and peer relationship difficulties (e.g., peer rejection, peer victimization) (e.g.,

Introduction: Victims of peer victimization are likely to develop psychological adjustment diiculties. The primary goal of the present study was to examine the moderating efects of conlict resolution strategies (solution-orientation, control, nonconfrontation) on the relations between peer victimization and psychological problems (depressive symptoms, loneliness) in Chinese early adolescents using a cross-sectional design. Methods: Participants included 569 children (298 boys) in ifth grade (M = 11.75 years, SD = 0.40) in urban China. Peer victimization, conlict resolution strategies, depressive symptoms, and loneliness were measured through self-report questionnaires. Results: Peer victimization was positively related to depressive symptoms and loneliness. The relations between peer victimization and psychological problems were moderated by adolescents' solution-oriented and nonconfrontational strategies. Speciically, the relations between peer victimization and psychological problems, including depressive symptoms and loneliness, were attenuated by solution-orientation strategy. In addition, victimized youth who used nonconfrontation strategy were more prone to sufer from loneliness. Gender was also found to moderate these associations. Conclusions: The indings suggest that solution-oriented conlict resolution strategy may protect victimized adolescents from developing loneliness and depressive symptoms and nonconfrontation conlict strategy may exacerbate feelings of loneliness of victimized adolescents. Intervention programs should consider helping victimized youth use more solution-oriented strategies and less nonconfrontational strategies.