Sociability and Social Withdrawal in Childhood: Stability and Outcomes

Rubin, Kenneth H.; Hymel, Shelley; Mills, Rosemary S. L.

doi:10.1111/j.1467-6494.1989.tb00482.x

Cited by 175 publications

(151 citation statements)

References 38 publications

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“…Children characterized as socially withdrawn spend most of their time playing alone and on the periphery of the social scene, often due to shyness or social anxiety. Importantly, social withdrawal has been shown to be moderately stable from early through middle childhood (Hymel et al 1990;Rubin et al 1989Rubin et al , 1995 and from late childhood through early adolescence (e.g., Schneider et al 1998). For example, in the Waterloo Longitudinal Project, Rubin and colleagues reported that observed social withdrawal (the aggregate of [unoccupied onlooker solitary play] among familiar peers) was stable from ages 5 to 9 years and that peer perceptions of social withdrawal (peer nominations for such items as Someone who is shy and Someone who likes to play alone)…”

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confidence: 99%

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Rubin

Bowker

et al. 2008

J Abnorm Child Psychol

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192

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Heterogeneity and individual differences in the developmental course of social withdrawal were examined longitudinally in a community sample (N=392). General Growth Mixture Modeling (GGMM) was used to identify distinct pathways of social withdrawal, differentiate valid subgroup trajectories, and examine factors that predicted change in trajectories within subgroups. Assessments of individual (social withdrawal), interactive (prosocial behavior), relationship (friendship involvement, stability and quality, best friend's withdrawal and exclusion/ victimization) and group-(exclusion/victimization) level characteristics were used to define growth trajectories from the final year of elementary school, across the transition to middle school, and then to the final year of middle school (fifth-to-eighth grades). Three distinct trajectory classes were identified: low stable, increasing, and decreasing. Peer exclusion, prosocial behavior, and mutual friendship involvement differentiated class membership. Friendlessness, friendship instability, and exclusion were significant predictors of social withdrawal for the increasing class, whereas lower levels of peer exclusion predicted a decrease in social withdrawal for the decreasing class. KeywordsSocial withdrawal; Developmental trajectories; Friendship; Exclusion The study of developmental psychopathology has characterized maladjustment as comprising two broad forms of difficulties-undercontrol (e.g., aggression) and overcontrol

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mentioning

confidence: 99%

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Rubin

Bowker

et al. 2008

J Abnorm Child Psychol

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237

192

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“…In 24 of these studies, the method of personality assessment was observer ratings; however, there were few studies (not including that of Digman, 1989, which is based on a portion of the data reported here) in which teacher assessments were used. Rubin, Hymel, and Mills (1989) used both parent and teacher ratings of sociability and social withdrawal in young children; social withdrawal observed at kindergarten and at grade 2 (N = 52) were significantly correlated (r = .37, p < . 01), but the correlation (not given) for sociability was not significant.…”

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confidence: 99%

A first large cohort study of personality trait stability over the 40 years between elementary school and midlife.

Hampson¹,

Goldberg²

2006

Journal of Personality and Social Psychology

276

148

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This report provides some initial findings from an investigation of the relations between childhood Big Five personality traits assessed by elementary-school teachers and similar traits assessed 40 years later by self-reports at midlife. Our analyses are based on data from a relatively large and culturally diverse sample (N = 799) that was first assessed between 1959 and 1967 when the participants were children in Hawaii. Short-term (1-3 years) test retest reliabilities were lower (.22 -.53) within childhood when personality is developing than within adulthood (.70 -.79) when personality stability may be at its peak. Stability coefficients across the 40-year interval between the childhood assessment and two measures of adulthood personality were higher for Extraversion (e.g., .29) and Conscientiousness (e.g., .25) than for Openness (e.g., .16), Agreeableness (e.g., .08) and Neuroticism (e.g., .00). Construct continuity between childhood and adulthood was evaluated by canonical analysis and by structural-equation modeling and indicated continuity at both a broad, twodimensional level and at the level of the Big Five. The findings are discussed in relation to Caspi, Roberts, and Shiner's (2005) principles of rank-order personality stability.Keywords personality stability; Big Five; construct continuity; longitudinal study The extent to which child personality is predictive of adult personality has long been a fundamental scientific, philosophical, and even poetic question. Wordsworth's "The child is father of the man" and Milton's "The child shows the man, as morning shows the day" are not unambiguous. Neither poet was necessarily suggesting perfect correspondence and complete predictability from youth to maturity. Similarly, the stability of personality characteristics over the life course remains a controversial empirical issue. Proponents of stability debate the findings with advocates of transformation and change (McCrae et al., 2000;Lewis, 2001).In this report, we provide some initial findings from an investigation of the relations between childhood personality traits assessed by elementary-school teachers and similar traits assessed by self-reports at mid-life. Our analyses are based on data from the Hawaii Personality and Health Cohort, a relatively large and culturally diverse sample that was first assessed between 1959 and 1967 when the participants were children in Hawaii. The childhood assessments were designed and supervised by the late John M. Digman, and formed the basis for some of the pioneering work on the five-factor structure of personality (e.g., Digman, 1989 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript assessments were undertaken over a four-year period (1998)(1999)(2000)(2001)(2002) after an interval of 35 -43 years (Hampson et al., 2001). Consequently, these data offer an extraordinary opportunity to examine the question of personality stability from childhood to midlife with measures of the five-factor model of personality at each time point. We have be...

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“…Kod stidljivog deteta nedostaju veštine za rešavanje interpersonalnih problema i dok dete postane dovoljno odraslo da bi steklo određene socijalne kompetencije, može da razvije negatvnu sliku o sebi (Rubin, Hymel, & Mills, 1989). Agresivno ponašanje i stidljivo ponašanje deteta su povezani s osećajem usamljenosti (Bukowski & Hoza, 1989).…”

Section: Socijalno Ponašanje Deteta U šKoliunclassified

Korelati socijalnog ponašanja deteta u školskoj sredini

Šurbanovska¹

2012

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Prema Rohnerovom modelu porodičnih odnosa kao i prema modelu vršnjačkih odnosa Parkera i Ašera, detetovo ponašanje je u velikoj meri refleksija upravo ovih tipova socijalnih odnosa. Cilj ovog rada je da se ispita kakva je povezanost kvaliteta porodičnih i vršnjačkih odnosa sa specifičnim formama socijalnog ponašanja deteta u školskoj sredini. Ispitivane su sledeće forme socijalnog ponašanja deteta u školskoj sredini: agresivno, prosocijalno, usamljeno, stidljivo, percepcija socijalne podrške i zadovoljstvo deteta školom. Uzorak je sačinjen od 109 učenika 7. razreda osnovne škole. Za obradu podataka upotrebljen je statisticki postupak-linearna regresiona analiza. Rezultati pokazuju da se usamljenost predviđa sledećim varijablama: neemocionalnosti majke, kontrole od strane majke i neprihvatanja od strane oca. Iz dimenzije vršnjačkih odnosa izdvojila se samo jedna varijabla kao prediktor usmjlenosti: nezadovoljstvo prijateljstvom sa najboljim prijateljem. Porodična interakcija u obliku uzajamnog razumevanja i podrške, kao i kvalitetan odnos sa drugovima predviđa niži nivo agresivnog ponašanja deteta. Varijable koje predviđaju prosocijalno ponašanje su: prihvatanje od strane oca i od majke kao i zadovoljavajući odnos s najboljim drugom. Interesantan podatak je to što se zadovoljstvo školom predviđa više s aspekta porodičnih varijabli, nego s vršnjačkim (multipla korelacija porodičnih varijabli je značajna, dok nije značajna vršnjačka), a reč je o: kvalitetu porodične interakcije, prihvatanje od strane majke i emocionalnosti oca. Vršnjačka varijabla koja u najvećem stepenu predviđa zadovoljstvo deteta školom, je kvalitet prijateljstva sa najboljim drugom. Podaci iz ovog rada ukazuju na to da je porodična interakcija još uvek vrlo važna za mlade adolescente i za njihovo ponašanje u školi, ali i odnosi sa vršnjacima imaju značajan udeo u objašnjavanju ponašanja deteta u školi.

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Sociability and Social Withdrawal in Childhood: Stability and Outcomes

Cited by 175 publications

References 38 publications

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

Trajectories of Social Withdrawal from Middle Childhood to Early Adolescence

A first large cohort study of personality trait stability over the 40 years between elementary school and midlife.

Korelati socijalnog ponašanja deteta u školskoj sredini

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