Are Socially Anxious Children Really Less Liked, or Do They Only Think So?

Baartmans, Jeanine M. D.; Rinck, Mike; Hudson, Jennifer L.; Lansu, Tessa A. M.; Niekerk, Rianne E. van; Bögels, Susan M.; Klein, Anke M.

doi:10.1007/s10608-019-10028-9

Cited by 11 publications

(25 citation statements)

References 44 publications

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“…These findings were similar when children had to estimate their likeability by their peer group as a whole or for each peer separately. These results are in line with previous studies (Baartmans et al, 2019;Klein et al, 2018) and cognitive theories that state that children with high anxiety display more negative perceptions and interpretations related to their anxiety than their nonanxious peers (e.g., Spence & Rapee, 2016).…”

Section: Discussionsupporting

confidence: 92%

“…To date, there have been several studies that focused on the relation between likeability and social anxiety (e.g., Kingery, Erdley, Marshall, Whitaker, & Reuter, 2010;Verduin & Kendall, 2008). However, there are only a few studies that focused on the accuracy of socially anxious individuals in estimating their likeability relative to estimates by others (Baartmans et al, 2019;Klein et al, 2018;Strauman, 1989;Voncken & B€ ogels, 2008). One study focusing on adults investigated the discrepancy between selfperceptions of social performance, and how others perceived their social performance during a speech and a conversation task.…”

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

“…Only two studies have compared the self-and other-ratings of social functioning (likeability) in children (Baartmans et al, 2019;Klein et al, 2018). In a sample of adolescents with a mild intellectual disability, it was found that adolescents with higher levels of social anxiety estimated their likeability to be lower than adolescents with lower levels of social anxiety (Klein et al, 2018).…”

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

“…Moreover, they were less often named as 'disliked' when compared to less anxious peers (according to otherreports). In addition, (Baartmans et al, 2019) not only tested the discrepancy between self-perceived likeability and peer-rated likeability, but also examined the unique relation of social anxiety and depressive symptoms with regard to self-ratings versus peer ratings due to the high comorbidity between these disorders found in the literature (e.g., Cole, Peeke, Martin, Truglio, & Seroczynski, 1998;Stein et al, 2001). Testing symptoms of social anxiety and depression simultaneously may provide more insight into the overlapping and distinctive features of social anxiety and depression, which could shed light on different possible aetiological pathways underlying their frequent comorbidity (see also, Cummings, Caporino, & Kendall, 2014).…”

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

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Social anxiety and perceptions of likeability by peers in children

Baartmans

Steensel

Mobach

et al. 2020

British J of Dev Psycho

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The current study aimed to investigate the discrepancy between self-reported and peerreported likeability among children, and the relation with social anxiety, depression, and social support. In total, 532 children between 7 and 12 years completed questionnaires about social anxiety symptoms, depressive symptoms, and social support, estimated their own likeability, and indicated how much they liked their classmates. Children with higher levels of social anxiety or depression overestimated their likeability less or even underestimated their likeability. Social anxiety symptoms, but not depressive symptoms, were significant predictors of the discrepancy. Social support was positively related to likeability and negatively related to social anxiety, but did not moderate the association between social anxiety symptoms and perception accuracy of likeability. These results are in line with cognitive theories of childhood social anxiety, and they stress the importance of using multi-informant measures when studying the relation between social anxiety and social functioning in children. Statement of contributionWhat is already known on this subject?Socially anxious children are afraid to be rejected and less liked by their peers. Socially anxious children rate themselves as less liked by their peers. It is unclear whether peers actually rated socially anxious children as less liked.

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Section: Discussionsupporting

confidence: 92%

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

Section: Treatment Should Focus On This Self-perceived Negative Likeamentioning

confidence: 99%

See 2 more Smart Citations

Social anxiety and perceptions of likeability by peers in children

Baartmans

Steensel

Mobach

et al. 2020

British J of Dev Psycho

Self Cite

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show abstract

“…The current study was part of a larger project on childhood anxiety. As a result, children also completed other questionnaires and tasks (see Baartmans et al, 2019; Klein et al, 2018). The completion of the RaFD-C validation task took approximately 30–45 min and the total testing time was approximately 60 min.…”

Section: Methodsmentioning

confidence: 99%

Validation of the child models of the Radboud Faces Database by children

Bijsterbosch

Mobach

Verpaalen

et al. 2020

International Journal of Behavioral Development

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To draw valid and reliable conclusions from child studies involving facial expressions, well-controlled and validated (child) facial stimuli are necessary. The current study is the first to validate the facial emotional expressions of child models in school-aged children. In this study, we validated the Radboud Faces Database child models in a large sample of children ( N = 547; 256 boys) aged between 8 and 12. In addition, associated validation measures such as valence, clarity, and model attractiveness were examined. Overall, the results indicated that children were able to accurately identify the emotional expressions on the child faces in approximately 70% of the cases. The highest accuracy rates were found for “happiness,” whereas “contempt” received the lowest accuracy scores. Children confused the emotions “fear” and “surprise,” and the emotions “contempt” and “neutral” with one another. Ratings of all facial stimuli are available (https://osf.io/7srgw/) and can be used to select appropriate stimuli to investigate the processing of children’s facial emotional expressions.

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Social Anxiety Disorder: Associations with Peer-Liking, Discrimination, and Prejudicial Feelings in Early Adolescent Girls

Brookman

Bird²,

Harris

et al. 2022

Child Psychiatry Hum Dev

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Social anxiety can have an adverse effect on social connections, educational achievement, and wellbeing. However, the extent to which students stigmatize their peers with social anxiety disorder (SAD) in female educational settings remains unknown. This study investigated the relationship between SAD, peer-liking and stigma in a cohort of early adolescent girls. The sample was 103 sixth and seventh graders attending three girls’ schools in Australia. The students, aged between 10- and 13-years, were randomly allocated to either a control (n = 52) or experimental (n = 51) group. Participants completed an online survey while at school to examine their responses to one of two age-and-gender matched vignettes: a hypothetical peer with SAD (experimental condition), or without SAD (control condition). Contrary to expectations, group comparisons revealed that students with the SAD vignette liked their peer more than students with the non-SAD vignette. Also, students endorsed higher levels of pity, lower levels of fear, but similar levels of anger when considering their SAD (versus non-SAD) peer. In the SAD group, higher levels of pity were associated with greater peer-liking. The opposite pattern was evident in response to the non-SAD peer. Importantly, students discriminated less (preferred less social distance) in response to their peer with SAD. This points to the potential benefit of adolescent peer programs that aim to promote positive peer-relationships as a protective factor for students with SAD. Future research may examine gender and socio-economically diverse students to increase the confidence with which findings can be generalized to other educational settings.

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Are Socially Anxious Children Really Less Liked, or Do They Only Think So?

Abstract: You will be contacted as soon as possible.

Cited by 11 publications

References 44 publications

Social anxiety and perceptions of likeability by peers in children

Social anxiety and perceptions of likeability by peers in children

Validation of the child models of the Radboud Faces Database by children

Social Anxiety Disorder: Associations with Peer-Liking, Discrimination, and Prejudicial Feelings in Early Adolescent Girls

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