Development of the Social Anxiety Scale for Children: Reliability and Concurrent Validity

Greca, Annette M. La; Dandes, Susan K.; Wick, Patricia L.; Shaw, Kimberly; Stone, Wendy L.

doi:10.1207/s15374424jccp1701_11

Cited by 350 publications

(200 citation statements)

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Section: Methodsmentioning

confidence: 99%

“…Females also experience more worry and distress about significant others than do males (Gore et al, 1993). Moreover, research suggests that females are more likely than males to worry about the judgments of peers (La Greca, Dandes, Wick, Shaw, & Stone, 1988;La Greca & Lopez, 1998) and to show high levels of dependency (i.e., an extreme desire for closeness with others; apprehension about separation, rejection, and abandonment; Leadbeater, Blatt, & Quinlan, 1995;Leadbeater, Kuperminc, Blatt, & Hertzog, 1999).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…The mean of the items was calculated, with higher scores reflecting greater social-evaluative concerns (α = .85). Testretest reliability and validity of this measure have been established in prior research (La Greca et al, 1988).Depressive symptoms-Depressive symptoms were assessed with a subset of items from the Children's Depression Inventory (CDI; Kovacs, 1980/81). This measure assesses a variety of symptoms associated with depression.…”

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confidence: 99%

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The Socioemotional Costs and Benefits of Social‐Evaluative Concerns: Do Girls Care Too Much?

Rudolph

Conley

2004

Journal of Personality

164

152

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This research investigated the hypothesis that girls' heightened concerns about social evaluation contribute to sex differences in depression and interpersonal competence during early adolescence. A short-term longitudinal study was conducted with 474 adolescents to examine the consequences of heightened social-evaluative concerns. Adolescents reported on their levels of social-evaluative concerns and depressive symptoms. Teachers provided ratings of adolescents' competence with peers (displays of prosocial and aggressive behavior). As anticipated, girls demonstrated higher levels of social-evaluative concerns, depressive symptoms, and interpersonal competence than did boys. Moreover, path analysis confirmed that heightened social-evaluative concerns were associated both concurrently and over time with higher levels of depression, as well as with higher levels of interpersonal competence. Notably, social-evaluative concerns accounted fully for the sex difference in depression and partially for the sex difference in interpersonal competence. These findings highlight the need to consider both the socioemotional costs and benefits of sexlinked relational orientations.Research drawing from multiple theoretical perspectives reveals consistent sex differences in an aspect of personality reflecting one's orientation toward relationships. A common theme that emerges across this research is that females place a greater emphasis on the maintenance of harmonious relationships and demonstrate more concern about social evaluation than do males (Cross & Madson, 1997;Maccoby, 1990). Historically, there has been a tendency to view females' relational orientation style primarily as a liability, which contributes to heightened levels of emotional distress such as depression (Gore, Aseltine, & Colten, 1993;Nolen-Hoeksema & Girgus, 1994). Depression, in turn, frequently is associated with disruptions in relationships (Gotlib & Hammen, 1992; Rudolph, Hammen, & Daley, in press). However, this view runs contrary to evidence that females seek and receive more emotional benefits and support from their relationships than do males (Furman & Buhrmester, 1985; Kurdek, 1987; Miller & Kirsch, 1987;Rose & Asher, 2001). To reconcile this apparent paradox, the present research examined the proposal that one aspect of sex-linked relational orientation, a tendency toward social-evaluative concerns, may confer emotional costs but social benefits. In particular, it was hypothesized that heightened concerns about peer evaluation would increase risk for depression, but also would enhance interpersonal competence. These concerns were expected to explain why adolescent girls often are more depressed but more interpersonally competent than are adolescent boys. Sex Differences in Social-Evaluative ConcernsSeveral lines of theory and research suggest that relationships are more central to females' than males' sense of self (for reviews, see Cross & Madson, 1997;Helgeson, 1994; Correspondence may be addressed to Karen D. Rudolph, Department of P...

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Section: Methodsmentioning

confidence: 99%

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

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confidence: 99%

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The Socioemotional Costs and Benefits of Social‐Evaluative Concerns: Do Girls Care Too Much?

Rudolph

Conley

2004

Journal of Personality

164

152

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“…Moreover, evidence supports relations between some aspects of social-cognitive style and indexes of adjustment (e.g., LaGreca et al, 1988;LaGreca & Lopez, 1998;Parker et al, 2005). However, little empirical data actually test whether sex-linked social-cognitive styles mediate sex differences in emotional and behavioral adjustment.…”

Section: Social-cognitive Stylesmentioning

confidence: 99%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,036

157

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Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

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“…34 Piers-Harris Children's Self Concept Scale, 43 Social Anxiety Scale for Children-Revised (SASC). 44 Paralelamente, houve crescimento expressivo do número de publicações utilizando-se escalas para avaliar o construto ansiedade.…”

Section: O Surgimento Das Escalasunclassified

Ansiedade infantil e instrumentos de avaliação: uma revisão sistemática

Silva

Figueiredo

2005

Rev. Bras. Psiquiatr.

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Ansiedade infantil e instrumentos de avaliação: uma revisão sistemática Childhood anxiety and assessment instruments: a systematic review A b s t r a c t Objective: To make a survey of the principal anxiety instruments available for children, when they appeared, the type of methods used, verifying which countries have the highest number of children anxiety instruments and also how is the Brazilian reality on this matter. Methods: A systematic review on electronic databases -Psychoinfo ( (1966( -May 2002. Information collected on personal communications and books chapters. The inclusion criterion utilized: studies realized with children, where the anxiety were evaluated with some psychometric instrument. The exclusion criterion: adolescents, adults and animal research articles, articles utilizing projective instruments or studies without any reference of assessment instruments. The indexed articles found in 2 or more databases were considered only once. Results: This review pointed out 1911 studies used at least one assessment instrument to identify the presence of anxiety and 118 instruments were used for this purpose. Conclusions: There are a large number of children anxiety instruments available, however, in Brazil, the only one available in the market isn't updated and the modern ones are found only in clinic academic centers.

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Development of the Social Anxiety Scale for Children: Reliability and Concurrent Validity

Cited by 350 publications

References 13 publications

The Socioemotional Costs and Benefits of Social‐Evaluative Concerns: Do Girls Care Too Much?

The Socioemotional Costs and Benefits of Social‐Evaluative Concerns: Do Girls Care Too Much?

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Ansiedade infantil e instrumentos de avaliação: uma revisão sistemática

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