Alone Is a Crowd: Social Motivations, Social Withdrawal, and Socioemotional Functioning in Later Childhood

Autor/inn/en	Coplan, Robert J.; Rose-Krasnor, Linda; Weeks, Murray; Kingsbury, Adam; Kingsbury, Mila; Bullock, Amanda
Titel	Alone Is a Crowd: Social Motivations, Social Withdrawal, and Socioemotional Functioning in Later Childhood
Quelle	In: Developmental Psychology, 49 (2013) 5, S.861-875 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0028861
Schlagwörter	Children; Shyness; Social Isolation; Psychological Needs; Withdrawal (Psychology); Interpersonal Competence; Social Development; Emotional Development; Anxiety; Fear; Motivation; Social Behavior; Grade 4; Grade 5; Grade 6; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Schüchternheit; Soziale Isolation; Rückzugsverhalten; Interpersonale Kompetenz; Soziale Entwicklung; Gefühlsbildung; Angst; Furcht; psychologische; Motivation (psychologisch); Social behaviour; Soziales Verhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Kanada
Abstract	The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations (i.e., self-reported shyness and preference for solitude) and social withdrawal (observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school), as well as self- and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness (but not preference for solitude) also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant (i.e., high in both shyness and unsociability) children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood. (Contains 4 tables, 2 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10