Social Withdrawal and Social Surrogacy in Emerging Adulthood

Closson, Leanna M.; McVarnock, Alicia; Sanford, Kellie

doi:10.1007/s10964-018-0932-4

Cited by 17 publications

(21 citation statements)

References 29 publications

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“…Results support Coplan's (2019) model of developmental timing effects, wherein solitude becomes more problematic from early to middle childhood. Moreover, age-based differences in links between shyness and anxiety reinforce the idea that researchers should not be using the terms shyness and social anxiety interchangeably (Closson et al, 2019). At age 7, "unhappy" was most centrally linked to "turns down others" and "anxious about interacting".…”

Section: Discussionmentioning

confidence: 83%

“…However, the conceptual and empirical distinctions between shyness and internalizing difficulties such as anxiety are still being debated (Chavira et al, 2002;Degnan &Fox., 2007;Heiser et al, 2009). Notwithstanding, shyness and social anxiety appear to be distinct constructs (Closson et al, 2019), with temperamental shyness understood as representing a vulnerability (risk-factor) for the development of internalizing problems (Rapee & Coplan, 2010). Yet, the importance of different aspects of shyness, and their associations with aspects of internalizing problems remains unexplored.…”

Section: Shyness In Childhoodmentioning

confidence: 99%

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Developmental Changes in the Structure of Shyness and Internalizing Symptoms from Early to Middle Childhood: A Network Analysis

Bekkhus¹

2022

Preprint

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Shyness is a temperamental trait that shares considerable conceptual overlap with aspects of internalizing problems, creating difficulties in operationalizing and assessing these two constructs and their association. This study addresses these issues by employing network analyses. Participants were, white, N=555 children (Mage = 52.45 months, SD = 15.96, 55% girls) who were followed longitudinally over 4 years. Parents rated child shyness and teachers assessed children’s internalizing symptoms. Results suggests that two behavioral shyness traits were the most central aspects of shyness. The centrality of these aspects was robust across age. The most influential symptom connecting internalizing symptoms with shyness was “unhappy”. Shyness became more differentiated with development, and associations between anxiety-related symptoms and shyness increased as children enteredformal schooling.

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Section: Discussionmentioning

confidence: 83%

Section: Shyness In Childhoodmentioning

confidence: 99%

Developmental Changes in the Structure of Shyness and Internalizing Symptoms from Early to Middle Childhood: A Network Analysis

Bekkhus¹

2022

Preprint

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“…In the absence of anxiety‐based avoidance motivations, perhaps students high in avoidance or unsociability gain access to more positive school‐related experiences compared to those high in shyness, which could protect against poor academic motivation. Research shows that shyness and social anxiety are strongly positively related, whereas positive associations between social anxiety and both avoidance and unsociability are weak (Closson et al, 2019). Relative to avoidant and unsociable emerging adults, shy emerging adults also struggle with greater social comparisons and fear of negative evaluations from others (Nelson, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The approach–avoidance model of social withdrawal (Asendorpf, 1990) distinguishes between subtypes of withdrawal based on social approach and avoidance motivations (i.e., shyness, avoidance and unsociability). Subtypes of social withdrawal are related yet distinct constructs and have been examined using person‐centred (Bowker et al, 2016, 2020; Coplan et al, 2016; Nelson, 2013) and variable‐centred approaches (Bowker et al, 2017; Closson et al, 2019; Coplan et al, 2018; Sang et al, 2018). Shyness is characterized by strong competing motivations to approach and avoid social contexts (Rubin & Barstead, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Despite research demonstrating psychosocial problems of shyness and avoidance in emerging adulthood (Closson et al, 2019; Nelson, 2013), studies have yet to consider whether social withdrawal motivations are implicated in university adjustment. During the transition from high school to university, emerging adults face challenges related to successful integration into new social environments, such as classrooms and residences (Nelson et al, 2021; Sevinc & Gizir, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Motivations for social withdrawal and academic adjustment in emerging adulthood

McVarnock

Closson

2022

British J of Dev Psycho

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While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self-efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (M age = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self-efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students' academic motivation, but not their academic achievement.

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Children's shyness and physiological arousal to a peer's social stress

Poole

Sosa‐Hernandez

Green

et al. 2023

Developmental Psychobiology

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Previous work has shown that children's shyness is related to personal anxiety during social stress, but we know little about how shyness is related to anxiety during a peer's social stress. Children (M age = 10.22 years, SD = 0.81, N = 62) were paired with an unfamiliar peer and engaged in a speech task while electrocardiography was recorded. We modeled changes in children's heart rate, a physiological correlate of anxiety, while they observed their peer prepare and deliver a speech. Results revealed that the observing child's shyness related to increases in their heart rate during their peer's preparation period, but modulation of this arousal was sensitive to the presenting peer's anxious behavior while delivering their speech. Specifically, if the presenting child displayed high levels of anxious behavior, the observing child's shyness was related to further increases in heart rate, but if the presenting child displayed low levels of anxious behavior, the observing child's shyness was related to decreases in heart rate from the preparation period. Shy children may experience physiological arousal to a peer's social stress but can regulate this arousal based on social cues from the peer, which may be due to heightened social threat detection and/or empathic anxiety.

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Social Withdrawal and Social Surrogacy in Emerging Adulthood

Cited by 17 publications

References 29 publications

Developmental Changes in the Structure of Shyness and Internalizing Symptoms from Early to Middle Childhood: A Network Analysis

Developmental Changes in the Structure of Shyness and Internalizing Symptoms from Early to Middle Childhood: A Network Analysis

Motivations for social withdrawal and academic adjustment in emerging adulthood

Children's shyness and physiological arousal to a peer's social stress

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