Social Causes and Consequences of Rejection Sensitivity

London, Bonita; Downey, Geraldine; Bonica, Cheryl; Paltin, Iris

doi:10.1111/j.1532-7795.2007.00531.x

Cited by 371 publications

(378 citation statements)

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“…The latter was generalized sensitivity to rejection (see Sandstrom, Cillessen, & Eisenhower, 2003) because it was anticipated that loneliness could be potentially manifested in anxiety of expected rejection, anger towards expected rejection, and anticipated rejection (London et al, 2007).…”

Section: The Current Series Of Studiesmentioning

confidence: 99%

“…In Study 2, we used the rejection sensitivity paradigm developed by Downey et al (1998) (Downey, Freitas, et al, 1998;Levy, Ayduk, & Downey, 2002;London, Downey, Bonica, & Paltin, 2007). Rejection sensitivity in childhood -as defined by this model -is measured by the Children's Rejection Sensitivity Questionnaire (CRSQ: Downey, Lebolt, et al, 1998).…”

Section: The Current Series Of Studiesmentioning

confidence: 99%

“…The HSTH necessitates that lonely children's attribution of hostile intention and/or retaliatory aggression to ambiguously motivated social exclusion should be distinctive from the patterns they show to intentionally motivated social and other forms of peer provocation. If these Running Head: LONELINESS AND HYPERVIGILANCE TO SOCIAL THREAT 9 expectations were confirmed, they would undermine negative social perception as an account of the findings.In Study 2, we used the rejection sensitivity paradigm developed by Downey et al (1998) (Downey, Freitas, et al, 1998;Levy, Ayduk, & Downey, 2002;London, Downey, Bonica, & Paltin, 2007). Rejection sensitivity in childhood -as defined by this model -is measured by the Children's Rejection Sensitivity Questionnaire (CRSQ: Downey, Lebolt, et al, 1998).…”

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confidence: 99%

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Investigating Hypervigilance for Social Threat of Lonely Children

Qualter¹,

Rotenberg

Barrett³

et al. 2012

J Abnorm Child Psychol

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This series of studies is the first to examine hypervigilance for social threat among lonely children and the first to establish this link using eye-tracking technology. Hypervigilance for social threat was operationalised as hostility to ambiguously motivated social exclusion in a variation of the hostile attribution paradigm (Study 1), scores on the Children's RejectionSensitivity Questionnaire (Study 2), and visual attention to socially threatening stimuli (Study 3). The participants were 185 children (11 years -7 months to 12 years -6 months), 248 children (9 years -4 months to 11 years -8 months) and 147 children (8 years -10 months to 12 years -10 months) in the three studies, respectively. Regression analyses showed that, with depressive symptoms covaried, there were quadratic relations between loneliness and these different measures of hypervigilance to social threat. As hypothesized, only children in the upper range of loneliness demonstrated elevated hostility to ambiguously motivated social exclusion, higher scores on the rejection sensitivity questionnaire, and disengagement difficulties when viewing socially threatening stimuli. We found that very lonely children are hypersensitive to social threat.Key words: Loneliness; Children; Hypervigilance; Social Threat; Rejection; Hypersensitivity, Rejection-sensitivity; Eye movement; Attentional bias.Running Head: LONELINESS AND HYPERVIGILANCE TO SOCIAL THREAT 4 Investigating Hypervigilance for Social Threat of Lonely ChildrenResearchers have examined the social information processing biases that serve to maintain loneliness. One such bias is conceptualized as the 'hypervigilance for social threat hypothesis' (HSTH), where it is argued that rejection sensitivity contributes to behavioral deficiencies (e.g., withdrawal) that undermine the opportunities to develop and maintain positive social relationships (Cacioppo & Hawkley, 2009). Several studies provide support for the HSTH in adults (Jones & Carver, 1991;Jones, Freemon & Goswick, 1981;Sloan & Solano, 1984), but there has been little work on this in children. Confirming the HSTH during childhood is important because it would indicate that this form of social information bias is evident during development and, therefore, a potential contributor to the persistence of loneliness from childhood through to adulthood, which itself predicts mental and physical health. Loneliness and social information processing biasesLoneliness is an unpleasant state that arises from a discrepancy between the interpersonal relationships people want to have, and those they perceive they currently have (Peplau & Perlman, 1982). Loneliness is not linked to the number of friends that a person has (Young, 1982;Qualter & Munn, 2005). It is a prevalent problem in children, adolescents and adults (Cacioppo & Patrick, 2008; Rotenberg & Hymel, 1999), and is acknowledged in the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV-TR: American Psychiatric Association, 2000) because it often causes significant distress a...

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Section: The Current Series Of Studiesmentioning

confidence: 99%

Section: The Current Series Of Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Investigating Hypervigilance for Social Threat of Lonely Children

Qualter¹,

Rotenberg

Barrett³

et al. 2012

J Abnorm Child Psychol

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“…In this context, we can list the following factors that are potentially between network position and level of satisfaction with social relationships: the need to belong (Leary, Kelly, Cottrell and Schreindorfer, 2013;Pickett, 2004), preference for loneliness (Burger, 1995), sensitivity to rejection (London, Downey, Bonica and Paltin, 2007), personality features (Teppers et al, 2013), self-esteem (Çivitci and Çivitci, 2009), conviction of one's own effectiveness (Wei, Russell and Zakalik, 2005) or even genetic factors . Any of these could be the reason for a different assessment of analogous peer relationships.…”

Section: Discussionmentioning

confidence: 99%

The dynamics of perception of social integration in primary school. The latent growth curve model

Grygiel¹

2017

Edukacja

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The article discusses the specific character of changes in the assessment of the sense of social integration in the classroom between primary school third-and sixth-graders, and their social, demographic and cognitive determinants, with special consideration given to a pupil's position in the sociometric network. The analysis of latent growth curves -based on a scalar longitudinal measurement invariance, the bifactor model of the Perceived Peer Integration Questionnaire (PPI) and three rounds of the nationwide study School determinants of educational effectiveness (N = 4349) -indicates that the second stage of learning in primary school is characterised by a more negative perception of peer integration in classroom settings, which cannot be explained by socio--demographic variables nor the relationships taking place within peer networks. This indicates that it may be linked to developmental changes rather than to the actual deterioration of peer relations.

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“…En esta línea, existen estudios que sugieren que los escolares rechazados utilizan estrategias agresivas al interactuar con sus compañeros London, Downey, Bonica y Paltin, 2007), lo que les convierte en escolares con un bajo apoyo social , y permite identificar a este factor como predictivo del comportamiento agresivo (Fite, Colder, Lochman y Wells, 2007;London et al, 2007). A pesar de ello, los agresores también son reconocidos como hábiles, populares y con cierto éxito social lo que les ayudaría a perpetrar sus actuaciones (Gini, Pozzoli y Hauser, 2011).…”

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Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

Fernández¹,

Romera²,

Ortega-Ruíz³

2017

PSYE

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RESUMEN:El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultados se discuten en función de las contribuciones científicas que explican la influencia de estos factores en los roles de participación en el acoso cibernético. Palabras clave: cyberbullying; roles de participación; factores personales; factores del contexto escolar Cyberbullying in Primary School: Explicative Factors Related to Roles of InvolvementABSTRACT: Cyberbullying has been identified as one of the most important problems among young people in the last decade. The scientific contributions to this phenomenon focus prominently on the study of factors associated with personality traits, mainly in the secondary stage. The aim of this study is to determine if together with certain personality variables exist school context variables that may explain involvement in cyberbullying as not involved, bystanders, victims, aggressors and aggressors victimized. A number of 1278 schoolchildren (47.7% girls), of primary education aged 10-14 years, in Andalucía (M = 11.11; SD = 0.75) participated in the study. The statistical analysis indicates that both personal and interpersonal variables are influential in cyberbullying, specifically it noted gender, negative self-esteem, social adjustment between peers, and disruption and conflict. The results are discussed on the basis of the scientific contributions that explain the influence of these factors in the roles of involvement in cyberbullying

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Social Causes and Consequences of Rejection Sensitivity

Cited by 371 publications

References 56 publications

Investigating Hypervigilance for Social Threat of Lonely Children

Investigating Hypervigilance for Social Threat of Lonely Children

The dynamics of perception of social integration in primary school. The latent growth curve model

Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

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