Developmental changes in the structure of shyness and internalizing symptoms from early to middle childhood: A network analysis.

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) followed longitudinally over 4 years (2016-2010) in Norway. Teachers rated child shyness and assessed children's internalizing symptoms. Results suggest 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 entered formal schooling.

Looking beyond time alone: An examination of solitary activities in emerging adulthood.

INTRODUCTION: Solitude represents an important context for emerging adults' well-being; but to date, little is known about how emerging adults spend their time alone. The goals of this study were to: (1) describe and characterize solitary activities among emerging adults attending university; (2) examine links between solitary activities and indices of adjustment; and (3) explore the moderating role of affinity for solitude in these associations. METHODS: Participants were N = 1798 university students aged 18-25 years (Mage = 19.73, SD = 1.46; 59.7% female) who completed assessments of how/why they spend time alone and indices of psychosocial adjustment (e.g., well-being, psychological distress, loneliness, and aloneliness). RESULTS: Emerging adults who spent time alone predominantly thinking reported poor adjustment outcomes (i.e., higher loneliness and psychological distress, and lower well-being) and dissatisfaction with solitude, whereas those who engaged in active leisure activities or passive technology use while alone reported lower psychological distress and higher satisfaction with solitude. The negative implications of doing nothing were not attenuated at higher levels of affinity for solitude. DISCUSSION: These findings suggest that some solitary activities are more beneficial than others.

Relations between social withdrawal subtypes and socio-emotional adjustment among Chinese children and early adolescents.

The aim of the present study was to compare the relations between subtypes of social withdrawal and socio-emotional adjustment in Chinese children and early adolescents. Participants included 571 children (Mage  = 9.62 years) and 345 adolescents Mage  = 12.12 years) in mainland China. Social withdrawal subtypes (i.e., shyness, unsociability, social avoidance) and indices of socio-emotional adjustment were assessed via self-reports, peer nominations, and teacher ratings. Shyness tended to be more strongly associated with emotional maladjustment in early adolescence, whereas unsociability was more strongly associated with socio-emotional difficulties in childhood. For social avoidance, associations with indices of negative adjustment (i.e., social anxiety, emotional symptoms, peer problems) were stronger in childhood, however, associations with indices of positive adjustment (i.e., life satisfaction, well-being) were stronger in early adolescence.

Population-Based Teacher-Rated Assessment of Anxiety Among Canadian Kindergarten Children.

Despite anxiety being a prevalent mental health problem in children, little data exist on the pervasiveness and levels of anxiety symptoms in kindergarteners. Data from the Early Development Instrument, a teacher-completed, population-level measure of child development, were collected across Canada from 2004 to 2015. The final analytic sample consisted of 974,319 children of whom 2.6% were classified as "highly anxious". Compared to children who exhibited "few to none" anxious behaviors, highly anxious children were more likely to be male, have English/French as a second language, and have a special needs designation. Furthermore, compared with their less anxious peers, highly anxious children had between 3.5 and 6.1 higher odds of scoring below the 10th percentile cut-off in physical, social, language/cognitive and communication domains. Our findings suggest that anxious behaviors are related to children's overall health and illustrate the consistency and extensiveness of anxiety at a very young age among Canadian children.

Best Friend's Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence.

Popularity has been empirically linked to psychological and several indices of school adjustment outcomes during childhood and early adolescence. Yet, best friend popularity in relation to the adjustment outcomes remains unclear, especially in more interdependent-oriented cultures. To address this gap, this study applied the Actor-Partner Interdependence Model (APIM) to simultaneously considering whether, and how, the popularity of youth (actor effects) and their best friends (partner effects) contribute uniquely to psychological well-being and school adjustment outcomes, after controlling for social preference. Age and gender differences were also examined. Participants were 162 same-gender best friend dyads (81 boys, Mage = 11.24 years, SD = 1.18) from Shanghai, P.R. China. Among the results, both youth's own and their best friends' popularity were positively related to self-esteem and school attitudes, and negatively related to depressive symptoms. In addition, results from multi-group analyses revealed both actor and partner effects did not vary across gender. Finally, exploratory analyses showed that only actor effects varied across age for the associations between popularity and self-esteem and school attitudes. These findings highlight the important role of the best friend's popularity in promoting Chinese youth's experiences of psychological and school adjustment.

Relations between maternal panic over COVID-19 and children's depressive symptoms: the moderating role of children's daily routines.

The sudden outbreak of COVID-19 and consequent quarantine policies have substantially altered family lives worldwide. Potential associations between parental negative emotional expressions towards the pandemic, family factors, and child psychological adjustment remain under-explored. Accordingly, the goal of the present study was to examine the relation between maternal panic over COVID-19 and children's depressive symptoms, with a focus on the potential moderating role of children's daily routines during a period of strict quarantine. Participants were N = 1,589 children (M age = 13.13 years, SD = 1.54; 50.7% girls) and their mothers, from Zhengzhou, Henan Province, in Mainland China. Data were collected in April of 2020, when school closure policies were in effect. Mothers reported their panic over COVID-19 and children reported their depressive symptoms and daily routines during the quarantine period. Overall, results indicated a significant positive association between maternal panic over COVID-19 and child depressive symptoms. However, maintaining regular daily routines was found to be a significant moderator of this association, with higher levels of daily routines attenuating the link between maternal panic reactions and child psychological distress (i.e., buffering effect). The results highlight the protective role of regular daily routines in promoting psychological adjustment among Chinese children during the COVID-19 pandemic. Supplementary Information: The online version contains supplementary material available at 10.1007/s12144-022-04129-0.

Normative Beliefs about Social Withdrawal in Adolescence.

The goal of this study is to explore normative beliefs about social withdrawal during adolescence. Participants were N = 419 adolescents (Mage = 16.13 years), who completed measures of normative beliefs about social withdrawal and their own social withdrawal (shyness, unsociability). Among the results, adolescents reported greater overall acceptance of unsociability compared to shyness, however, some gender differences also emerged. Specifically, adolescents were more accepting of unsociability when depicted by hypothetical females, and more accepting of shyness when depicted by hypothetical males. Participant social withdrawal was associated with greater acceptance of socially withdrawn behaviors in others. These findings provide a first look at normative beliefs about social withdrawal during a developmentally critical age period for this construct.

The longitudinal links between marital conflict and Chinese children's internalizing problems in mainland China: Mediating role of maternal parenting styles.

The present study explored the role of parenting styles as mediating mechanisms in the link between marital conflict and Chinese children's internalizing problems. Participants were N = 1269 families (mothers, fathers, and children) from Shanghai, P. R. China. Multisource assessments were employed at three time points. Mothers and fathers reported their marital conflict and parenting styles (authoritative, authoritarian) and teachers and children reported on children's internalizing problems. Results from the Actor-Partner Interdependence Model (APIM) showed significant actor and partner effects for associations between marital conflict and parenting styles. After controlling for internalizing problems at Time 1, only maternal authoritarian parenting continued to mediate the relations between mothers' reported marital conflict and change in children's internalizing problems over time. This research provides valuable information about how important aspects of parenting influence the relations between marital conflict and internalizing problems among Chinese children.

A Parallel Latent Growth Model of Affinity for Solitude and Depressive Symptoms among Chinese Early Adolescents.

Preferring to spend time alone (for any reason) has been empirically linked to symptoms of internalizing problems among Chinese children and early adolescents. However, little is known about the implications of affinity for solitude (i.e., an enjoyment of solitude) in China. Moreover, it remains unclear how affinity for solitude and depressive symptoms development simultaneously in early adolescence. To address these gaps, this study examined the longitudinal and parallel associations between affinity for solitude and depressive symptoms among Chinese early adolescents. Participants were 853 adolescents (48.4% female; Mage = 14.65 years, SD = 0.54) from mainland China followed over three years from Grade 7 to Grade 9. Assessments of affinity for solitude and depressive symptoms were obtained each year via adolescent self-reports. Among the findings, results from parallel latent growth modeling suggested that higher initial levels of affinity for solitude in Grade7 negatively predicted the slope of adolescents' depressive symptoms. This indicates that higher levels of affinity for solitude in Grade 7 predicted a slower increase in adolescents' depressive symptoms levels over three years. Implications are discussed that consider the adaptive mechanism of affinity for solitude among Chinese adolescents in the development of depressive symptoms.

Social Withdrawal and Aloneliness in Adolescence: Examining the Implications of Too Much and Not Enough Solitude.

Adolescence is a developmental period when spending time alone becomes particularly important. The aim of this study was to explore adolescents' experiences of solitude, with a focus on the implications of both spending too much time alone-as well as not enough time alone. Participants were N = 869 adolescents (15-19 years of age, M = 16.14, SD = 0.50), who completed a series of self report measures assessing time spent alone, activities while alone, social motivations (shyness, sociability), affect, and the recently introduced construct of aloneliness (i.e., negative feeling that arise from the perception that one is not getting enough time in solitude). Among the results, person-oriented analyses provided evidence of distinct subgroups of socially withdrawn adolescents (e.g., shy-withdrawn, unsociable, socially avoidant) as well as an alonely group (high aloneliness, low time alone). There was also preliminary support for the notion that solitary activity activities that are intrinsically motivated may be particularly effective at satisfying the need for solitude (and thereby reducing feelings of aloneliness). Taken together, these results highlight the importance of considering the implications of getting both too much-as well as not enough solitude for adolescents' well-being.

Longitudinal Pathways From Shyness in Early Childhood to Personality in Adolescence: Do Peers Matter?

Temperamental shyness in childhood is theorized to be an important contributor for adolescent personality. However, empirical evidence for such pathways is scarce. Using longitudinal data (N = 939 children, 51% boys) across 17 years, the aim of this study was to examine how shyness development throughout childhood predicted personality traits in adolescence, and the role of peers in these associations. Results from piecewise latent growth curve modeling showed early shyness levels to predict lower emotional stability and openness in adolescence, whereas early shyness levels and growth across childhood predicted lower extraversion. Peer problems in early adolescence accounted for these associations. This study is the first to demonstrate the role of childhood shyness and peer relations for adolescents' personality development.

Evaluating Links Among Shyness, Peer Relations, and Internalizing Problems in Chinese Young Adolescents.

This study evaluates a model linking shyness, aspects of peer relations, and internalizing problems among young adolescents in the People's Republic of China. Participants were 547 young adolescents from Shanghai, China (46% boys; Mage  = 10.35 years, SD = 0.77 years) who completed peer nominations of shyness, rejection, and victimization, and self-report measures of loneliness, depression, and friendship support. Analyses demonstrated that peer difficulties (rejection, victimization) mediated the associations between shyness and internalizing problems. However, moderated mediation analyses revealed a protective effect for highly supportive friendships, especially for boys. Findings highlight the importance of considering different types of peer experiences in studies of shy young adolescents and are discussed in terms of importance to theory and intervention in China and elsewhere.

Children's cognitive appraisal moderates associations between psychologically controlling parenting and children's depressive symptoms.

INTRODUCTION: This study examined three different types of Chinese children and adolescents' perceptions of psychologically controlling parenting (love withdrawal, guilt induction, and shaming), their cognitive appraisals of such parenting, and their depressive symptoms. Specifically, the moderating role of children's cognitive appraisal on the association between each type of psychologically controlling parenting and children's depressive symptoms was assessed. Child age and gender effects were also explored. METHODS: Children (n = 992, Mage = 10.23 years) and adolescents (n = 427, Mage = 13.56 years) in Shanghai, China, reported on their parents' engagement in love withdrawal, guilt induction, and shaming practices, their appraisals of how much they thought their parents engaged in each of these parenting practices for their (the children's) own good, and depressive symptoms. RESULTS: Moderated multiple regressions revealed that parental love withdrawal, guilt induction, and shaming were associated with more depressive symptoms, which were buffered by children's positive interpretations. Moreover, the moderating effects of positive parenting interpretations were stronger for adolescents than for younger children, but no gender differences in the moderation effects were found. CONCLUSIONS: Overall, our findings revealed the critical role of child cognitive appraisals in the effects of parenting practices on child outcomes and highlighted the importance of examining the meaning and function of different dimensions of psychological control within a specific cultural context. Important developmental differences in the role of these cognitive appraisals and the effects of specific parenting practices were also identified.

Future Directions for Research on Early Intervention for Young Children at Risk for Social Anxiety.

Anxiety disorders are common among young children, with earlier onset typically associated with greater severity and persistence. A stable behaviorally inhibited (BI) temperament and subsequent shyness and social withdrawal (SW) place children at increased risk of developing anxiety disorders, particularly social anxiety. In this Future Directions article, we briefly review developmental and clinical research and theory that point to parenting and peer interactions as key moderators of both the stability of BI/SW and risk for later anxiety, and we describe existing interventions that address early BI/SW and/or anxiety disorders in young children. We recommend that future research on early intervention to disrupt the trajectory of anxiety in children at risk (a) be informed by both developmental science and clinical research, (b) incorporate multiple levels of analysis (including both individual and contextual factors), (c) examine mediators that move us closer to understanding how and why treatments work, (d) be developed with the end goal of dissemination, (e) examine moderators of outcome toward the goal of treatment efficiency, (f) consider transdiagnostic or modular approaches, (g) integrate technology, and (h) consider cultural norms regarding BI/SW/anxiety and parenting.

The role of adolescents' perceived parental psychological control in the links between shyness and socio-emotional adjustment among youth.

The goal of this study was to explore the moderating role of perceived parental psychological control in the links between shyness and socio-emotional adjustment in Chinese adolescents. Participants were N = 462 Grade 7 and 8 Chinese adolescents (246 boys, Mage = 13.42 years, SD = 8 months) recruited from four randomly selected public schools in Shanghai, People's Republic of China. Participants completed peer assessment measures of shyness and peer victimization, sociometric nominations of peer rejection, and self-report measures of loneliness, depression, and perceived parental psychological control. Among the results, shyness was positively associated with loneliness, depressive symptoms, and peer rejection among adolescents who perceived their parents as higher in psychological control, but no significant associations were found among adolescents who perceived lower levels of parental psychological control. Results are discussed in terms of the implications of parenting practices perpetuating adjustment problems among shy adolescents in urban China.

Examining the Implications of Social Anxiety in a Community Sample of Mainland Chinese Children.

OBJECTIVE: The purpose of this study was to examine the implications of social anxiety symptoms in a community sample of elementary school children in mainland China. METHOD: Participants were N = 576 children (309 boys, 267 girls; mean age = 11.52 years, standard deviation = 1.21) attending public elementary schools in Shanghai, People's Republic of China. Multisource assessments included child self-reports, teacher ratings, and school records. RESULTS: Confirmatory factor analyses replicated the previously established 3-factor solution for the Social Anxiety Scale for Children-Revised. Social anxiety symptoms were associated with indices of internalizing problems, peer difficulties, and poorer school adjustment. CONCLUSION: Results are discussed in terms of the implications of social avoidance as a particularly maladaptive component of social anxiety in the collectivistic society of China.

A person-centred analysis of teacher-child relationships in early childhood.

BACKGROUND: Previously, the nature of teacher-child relationships (TCRs) has been explored through dimensions of close, conflicted, and dependent. However, this variable-centred approach is limited, as many relationships can be characterized by more than one characteristic or trait. A person-centred approach would allow for a greater understanding of the types of relationships that are formed and improved interpretation of the students' socio-emotional outcomes associated with that relationship. AIMS: The primary goal of this study was to examine the socio-emotional functioning of young children who formed distinct types of TCRs. SAMPLE: Participants were n = 202 kindergarten children (98 girls, 104 boys, Mage = 64.12 months, SD = 4.86). METHOD: Multi-source assessment was employed with data collected from parent ratings, teacher reports, child interviews, and naturalistic observations in the classroom. Using quartile cut-offs, we identified children who formed conflicted, dependent, and 'combined' (conflicted and dependent) TCRs. RESULTS: Results indicated distinct patterns of socio-emotional functioning for each TCR group. For example, whereas children in conflicted TCRs evidenced greater externalizing difficulties, children with dependent TCRs had greater internalizing difficulties. Children who evidenced high levels of both conflicted and dependent TCRs displayed the most pervasive socio-emotional difficulties. CONCLUSIONS: Children who form TCRs characterized by high levels of both conflict and dependency displayed the most pervasive adjustment difficulties. Further investigation is needed to improve our understanding of this group and to assess the plausibility of early intervention strategies.

Maternal beliefs about the benefits and costs of child and adolescent friendship.

The goals of this study were to examine maternal beliefs about the primary benefits and costs of their children's time spent with friends, and to explore child age and gender differences in these beliefs. Participants were N = 512 mothers (Mchildage = 10.18 years; 11% ethnic minority). Open-ended responses to questions about the benefits and costs were coded and analysed, with results indicating that mothers consider opportunities for social skills and social-cognitive development a primary benefit of spending time with friends. Negative friend influence was the most commonly cited cost of friendship. Child age was associated with a number of maternal beliefs (e.g., mothers of adolescents were more likely than mothers of young children to report intimacy as a benefit), but child gender was not. Findings highlight the importance of considering child age in studies of maternal beliefs about friendship and set the stage for future research in this area.

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (ß = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (ß = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (ß = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Assessment and correlates of aloneliness among Indonesian adolescents.

Introduction: The goals of this study were to: (1) adapt and validate a measure of aloneliness (Solitude and Aloneliness Scale; SolAS) for use among Indonesian adolescents; (2) examine the associations between aloneliness and indices of well-being in this unique developmental and cultural context; and (3) explore possible grade and gender effects. Methods: Participants were Indonesian adolescents aged 11-18 years (M = 14.13 years, SD = 1.62; 58.51% girls) who completed self-report assessments of the adapted SolAS (newly created Indonesian translation), as well as indices of adjustment (e.g., well-being, basic psychological need satisfaction). Results: Among the results, the Indonesian version of the SolAS demonstrated good psychometric properties (e.g., factor structure, good internal reliability) and initial evidence of validity (e.g., significant negative correlations with measures of psychological well-being and basic psychological needs satisfaction). Girls reported higher levels of aloneliness than boys, but no significant grade differences emerged. Conclusions: The SolAS evidenced good psychometric properties and evidence of validity in a sample of Indonesian adolescents, suggesting it is desirable for cross-cultural research.