Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment.

Results highlight the importance of reducing real and perceived barriers to screening in order to improve mammography rates among rural populations.

No abstract

This study identified (a) friendship changes during the first year of college, and how this change is affected by shyness, and (b) how shyness and friendship individually and in combination affect socioemotional well‐being. In Fall and Spring, first‐year college students reported on shyness, friendship quality and stability, internalizing symptoms, loneliness, and life satisfaction. There was substantial stability in friendships, particularly among shy students. A Person × Interpersonal Environment Interaction predicted socioemotional well‐being. Shy students with high‐quality versus low‐quality friendships reported lower internalizing symptoms. Although shyness was associated with increased loneliness and decreased life satisfaction, high‐quality friendships showed modest evidence of moderating these relationships. Many students maintained precollege friendships, but high‐quality friendships were particularly beneficial for shy students.

ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." (Note. Our new mission statement is available at http://www.psichi.org/?page=purpose) Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® and EBSCO Academic Search Complete ® databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broaden the dissemination of research across the psychological science com munity.