Children's Peer Relationships: Longitudinal Prediction of Internalizing and Externaliziing Problems from Middle to Late Childhood

Abstract

In this longitudinal study, the predictive relations between social difficulties in early childhood (grade 2) and subsequent internalizing as well as externalizing problems in middle childhood (grade 5) were examined. Of particular interest was whether early indices of social isolation would predict internalizing problems 3 years later. A longitudinal sample of 87 children were assessed in both grades 2 and 5 on a variety of measures, including sociometric ratings, peer assessments of aggression and isolation, and self‐appraisals of social competence. In the second grade, observations of isolated and aggressive behavior were made, as well, and teacher ratings of internalizing and externalizing difficulties were obtained. In the fifth grade, teacher ratings of shy‐anxious and acting‐out behavior and self‐reports of loneliness and self‐esteem were collected. Consistent with previous research, results demonstrated predictive links between early peer rejection (unpopularity) and aggression and subsequent externalizing difficulties. Internalizing problems in middle childhood were significantly related to early social difficulties, particularly those of an internalizing sort, including poor peer acceptance, social isolation, and perceptions of social incompetence. Social isolation, then, may indeed be a risk factor in early development.

Identifying patterns of anxiety and depression in children with chromosome 22q11.2 deletion syndrome: Comorbidity predicts behavioral difficulties and impaired functional communications

“…Comorbidity of internalizing such as anxiety, depression, and withdrawal and externalizing behaviors such as aggression with attention difficulties has been reported [53]. Also, anxiety and sadness could arise from loneliness and social rejection associated with peer rejection as a result of elevated externalizing behavior in a feed-forward manner [54]. This coincides with literature describing the magnified effect that anxiety and depression can have on behavioural [55, 56] and communication impairments [57].…”

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

“…Moreover, self-concept was found to be the most important predictor of loneliness in the SEN students of this study. Several other studies in the literature also reported that students with positive self-concepts were able to form close relationships with others and they experienced less loneliness, whereas students with negative self-concepts experienced more loneliness since they had difficulties in making friends and forming close relationships (Coplan, Findlay, & Nelson, 2004;Galanaki & Kalantzi-Azizi, 1999;Hymel, Rubin, Rowden, & LeMare, 1990;Rubin et al, 2004;Tsai & Reis, 2009). Previous studies have also showed that students with good social skills were more accepted by their peers (Baydik & Bakkaloglu, 2009;Koster et al, 2010), whereas students with poor social skills experienced more loneliness since they were less accepted by their peers (Cassidy & Asher, 1992;Jobe & White, 2007;Pavri & Luftig, 2000;Pierson & Edwards, 2003;Williams & Asher, 1992).…”

Neuroticism and Conscientiousness as Moderators of the Relation Between Social Withdrawal and Internalizing Problems in Adolescence

“…As early as age 7, withdrawn children perceive themselves as less socially competent and feel less accepted by peers (Nelson et al, 2005). Hymel, Rubin, Rowden, and LeMare (1990) found that socially withdrawn second-graders tended to perceive themselves as having relatively poor social competence and had higher teacher-reported internalizing symptoms; these emotional difficulties generally remained stable through fifth grade. Elementary school children who report high levels of wariness and hesitance to interact with peers also report experiencing high levels of loneliness, negative affect, and social anxiety, as well as a poorer self-concept and lower overall well-being (Findlay, Coplan, & Bowker, 2009).…”