Peer acceptance in early childhood and subtypes of socially withdrawn                 behaviour in China, Russia, and the United States

Hart, Craig H.; Yang, Chongming; Nelson, Lowry; Robinson, Clyde C.; Olsen, Joseph A.; Nelson, David A.; Porter, C. L.; Jin, Shenghua; Olsen, Susanne Frost; Wu, Peixia

doi:10.1080/016502500383494

Cited by 178 publications

(192 citation statements)

References 53 publications

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“…This research identified (a) conflicted shyness, defined by social fear and anxiety despite a desire to interact socially and reflected in reticent behavior and (b) social disinterest, defined by lack of a strong motivation to engage in social interaction. Indeed, this and other research suggests that both types are associated with difficulties in emotion regulation, interactive peer play and peer acceptance (Coplan et al, 2004;Hart et al, 2000).…”

Section: Emotion Regulationmentioning

confidence: 64%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

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Section: Emotion Regulationmentioning

confidence: 64%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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“…It is important to note that shyness and social withdrawal become increasingly salient and negative to peers with age. In early childhood, shy and socially withdrawn children do not appear to be rejected by their classmates (Hart et al, 2000;Ladd & Burgess, 1999); however, by mid-to-late childhood and early adolescence, many shy, socially withdrawn children do become rejected by their peers (Boivin, Hymel, & Bukowski, 1995;Rubin, Chen, & Hymel, 1993). Moreover, shy/ withdrawn children are also often the targets of peer victimization (Hanish & Guerra, 2004;Hodges, Malone, & Perry, 1997;Olweus, 1993).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Rubin

Wojslawowicz

Rose‐Krasnor

et al. 2006

J Abnorm Child Psychol

297

343

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The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/ socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/ nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors.Keywords social withdrawal; friendship; adjustment Long ago, Jean Piaget and Harry Stack Sullivan posited that peer relationships provide children with a unique context for emotional and social development (Piaget, 1932;Sullivan, 1953). Piaget maintained that the symmetrical power relationship unique to peer relationships afforded children the opportunity to develop perspective-taking abilities, social competence, and advanced moral reasoning. Sullivan emphasized the intimacy of children's same-gender chumships, arguing that such intimacy promotes identity development and contributes to later successes in romantic relationships. The implication of their arguments was that children who were not involved in peer relationships would miss out on developmental opportunities important for positive adjustment and growth (Rubin, Burgess, Kennedy, & Stewart, 2003).Today, the peer relationships literature supports Piaget's and Sullivan's early contentions, clearly demonstrating the significance of peer relationships, particularly friendships, in children's emotional and social development (see Rubin, Bukowski, & Parker, 1998 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript development of perspective-taking and moral reasoning skills (e.g., McGuire & Weisz, 1982). Friendship also has been positively associated with measures of self-esteem and feelings of general self-worth (e.g., Bagwell, Newcomb, & Bukowski, 1998) and is considered an important source of social support, particularly under potentially stressful situations (Berndt & Keefe, 1995;Ladd, 1990). Further, researchers have shown that friendship can protect children from the negative externalizing and internalizing "costs" associated with peer victimization (e.g., Hodges, Boivin, Vitaro, & Bukowski, 1999).It also has been shown that children who are without close peer relationships altogether or those who have difficulties with their peers, often experience ...

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“…Russia has traditionally been classified as a collectivist country (Realo & Allik, 1999;Triandis, 1995) but, given patterns of political and social change in the last few decades, it is now more accurately placed in an intermediate stage on Hofstede's standard dimension of collectivism -individualism scale (Hart et al, 2000;Naumov & Puffer, 2000). Current social norms and economic patterns may require youth to display more individual initiative and greater competitiveness in social groups.…”

Section: Social and Cultural Changesmentioning

confidence: 99%

Social withdrawal in Russian youth: using the Extended Class Play to examine socio-emotional and academic adjustment

Kalutskaya

Buhs²

2013

International Journal of Adolescence and Youth

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This study explored the socio-emotional characteristics and school adjustment of shy/socially withdrawn youth and examined the properties of the Extended Class Play (ECP), a common peer measure of shyness/withdrawal and other social behaviour with Russian early adolescents (n ¼ 106; mean age 12.5). Associations between the ECP scores and teacher-and self-reports of adjustment (e.g. internalising problems) provided evidence supporting use of the ECP with Russian adolescents. Similar to North American studies, results also indicated that shy/socially withdrawn Russian youth tended to be more excluded, report greater internalising problems and were also more asocial than a comparison group. No differences were found between shy/socially withdrawn and non-withdrawn adolescents in victimisation/exclusion and academic performance. The discussion emphasises the need for further examination of potential role of teacher-directed social interactions and classroom norms across the cultural contexts.

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Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the United States

Cited by 178 publications

References 53 publications

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

The Best Friendships of Shy/Withdrawn Children: Prevalence, Stability, and Relationship Quality

Social withdrawal in Russian youth: using the Extended Class Play to examine socio-emotional and academic adjustment

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