Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-04T21:17:16.438Z Has data issue: false hasContentIssue false

Parsing apart affective dimensions of withdrawal: Longitudinal relations with peer victimization

Published online by Cambridge University Press:  10 July 2020

Kristin J. Perry*
Affiliation:
Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
Samuel N. Meisel
Affiliation:
Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
Miriam T. Stotsky
Affiliation:
Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
Jamie M. Ostrov
Affiliation:
Department of Psychology, University at Buffalo, The State University of New York, Buffalo, NY, USA
*
Author for correspondence: Kristin J. Perry, Department of Psychology, University at Buffalo, The State University of New York, 478 Park Hall, Buffalo, NY14260; E-mail: [email protected].

Abstract

The current study examined a bifactor model of affective dimensions of withdrawal. Specifically, a model which specified a general factor of anxious-avoidant withdrawal (i.e., withdrawal with negative affect), a specific factor of unsociability (i.e., withdrawal without negative affect), and a specific factor of negative affect without withdrawal was specified in the primary sample (n = 238, 56.3% boys, M age = 44.92 months, SD = 5.32 months) and a validation sample (n = 332, 52.6% boys, M age = 47.11 months, SD = 7.32 months). The model provided a good fit to the data in both samples. In the primary sample, longitudinal relations between the bifactor model and peer victimization were examined across three time points (Time 1 in the spring, Time 2 in the fall, and Time 3 in the spring). Results showed that negative affect without withdrawal was concurrently associated with higher levels of relational and physical victimization at T1, unsociability predicted reductions in relational victimization from T1 to T2 as children entered a new classroom, and anxious-avoidant withdrawal predicted reductions in relational and physical victimization from T2 to T3 as children acclimated to the new classroom. Developmental considerations and clinical implications are discussed.

Type
Regular Articles
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Asendorpf, J. B. (1990). Beyond social withdrawal: Shyness, unsociability, and peer avoidance. Human Development, 33, 250259. doi:10.1159/000276522CrossRefGoogle Scholar
Baraldi, A. N., & Enders, C. K. (2010). An introduction to modern missing data analyses. Journal of School Psychology, 48, 537. doi.org/10.1016/j.jsp.2009.10.001CrossRefGoogle ScholarPubMed
Bayer, J. K., Sanson, A. V., & Hemphill, S. A. (2006). Children's moods, fears, and worries: Development of an early childhood parent questionnaire. Journal of Emotional and Behavioral Disorders, 14, 4149. doi:10.1177/10634266060140010401CrossRefGoogle Scholar
Boivin, M., Hymel, S., & Bukowski, W. M. (1995). The roles of social withdrawal, peer rejection, and victimization by peers in predicting loneliness and depressed mood in childhood. Development and Psychopathology, 7, 765785. doi:10.1017/S0954579400006830CrossRefGoogle Scholar
Bonifay, W., Lane, S. P., & Reise, S. P. (2017). Three concerns with applying a bifactor model as a structure of psychopathology. Clinical Psychological Science, 5, 184186. doi:10.1177/2167702616657069CrossRefGoogle Scholar
Bowker, J. C., & Raja, R. (2011). Social withdrawal subtypes during early adolescence in India. Journal of Abnormal Child Psychology, 39, 201212. doi:10.1007/s108020109461-7CrossRefGoogle ScholarPubMed
Casas, J. F., & Bower, A. A. (2018). Developmental manifestations of relational aggression. In Coyne, S. M. & Ostrov, J. M. (Eds.), The development of relational aggression (pp. 2948). New York, NY: Oxford University Press. ISBN: 978-0-19-049182-6.CrossRefGoogle Scholar
Chen, F. F., Hayes, A., Carver, C. S., Laurenceau, J., & Zhang, Z. (2012). Modeling general and specific variance in multifaceted constructs: A comparison of the bifactor model to other approaches. Journal of Personality, 80, 219251. doi:10.1111/j.14676494.2011.00739.xCrossRefGoogle ScholarPubMed
Choate, M. L., Pincus, D. B., Eyberg, S. M., & Barlow, D. H. (2005). Parent-Child Interaction Therapy for treatment of separation anxiety disorder in young children: A pilot study. Cognitive and Behavioral Practice, 12, 126135. doi:10.1016/S10777229(05)800471CrossRefGoogle Scholar
Chronis-Tuscano, A., Danko, C. M., Rubin, K. H., Coplan, R. J., & Novick, D. R. (2018). Future directions for research on early intervention for young children at risk for asocial anxiety. Journal of Clinical Child & Adolescent Psychology, 47, 655667. doi:10.1080/15374416.2018.1426006CrossRefGoogle Scholar
Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458465. doi:10.1037/00220663.92.3.458CrossRefGoogle Scholar
Coplan, R. J., & Armer, M. (2007). A “multitude” of solitude: A closer look at social withdrawal and nonsocial play in early childhood. Child Development Perspectives, 1, 2632. doi:10.1111/j.1750-8606.2007.00006.xCrossRefGoogle Scholar
Coplan, R. J., Ooi, L. L., & Baldwin, D. (2018a). Does it matter when we want to be alone? Exploring developmental timing effects in the implications of unsociability. New Ideas in Psychology, doi:10.1016/j.newideapsych.2018.01.001Google Scholar
Coplan, R. J., Ooi, L. L., Xiao, B., & Rose, K. L. (2018b). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27, 125139. doi:10.1111/sode.12258CrossRefGoogle Scholar
Coplan, R., Prakash, K., O'Neil, K., & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40, 244258. doi:10.1037/0012-1649.40.2.244CrossRefGoogle Scholar
Coplan, R. J., Schneider, B. H., Matheson, A., & Graham, A. (2010). “Play skills” for shy children: Development of a social skills facilitated play early intervention program for extremely inhibited preschoolers. Infant and Child Development, 19, 223237. doi:10.1002/icd.668Google Scholar
Coplan, R. J., Wilson, J., Frohlick, S. L., & Zelenski, J. (2006). A person-oriented analysis of behavioral inhibition and behavioral activation in childhood. Personality and Individual Differences, 41, 917927. doi:10.1016/j.paid.2006.02.019CrossRefGoogle Scholar
Crick, N. R., Casas, J. F., & Ku, H. C. (1999). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376. doi:10.1037/00121649.35.2.376CrossRefGoogle ScholarPubMed
Crick, N. R., Casas, J. F., & Mosher, M. (1997). Relational and overt aggression in preschool. Developmental Psychology, 33, 579588. doi:10.1037/0012-1649.33.4.579CrossRefGoogle ScholarPubMed
Crick, N. R., Ostrov, J. M., Appleyard, K., Jansen, E. A., & Casas, J. F. (2004). Relational aggression in early childhood: “You can't come to my birthday party unless…”. In Putallaz, M. & Bierman, K. L. (Eds.), Duke series in child development and public policy. Aggression, antisocial behavior, and violence among girls: A developmental perspective (pp. 7189). New York, NY, USA: Guilford Publications.Google Scholar
Crick, N. R., Ostrov, J. M., Burr, J. E., Jansen-Yeh, E. A., Cullerton-Sen, C., & Ralston, P. (2006). A longitudinal study of relational and physical aggression in preschool. Journal of Applied Developmental Psychology, 27, 254268. doi:10.1016/j.appdev.2006.02.006CrossRefGoogle Scholar
Degnan, K. A., & Fox, N. A. (2007). Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process. Development and Psychopathology, 19, 729746. doi:10.1017/S0954579407000363CrossRefGoogle ScholarPubMed
Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal of Abnormal Child Psychology, 32, 159173. doi:10.1023/B:JACP.0000019768.31348.81CrossRefGoogle ScholarPubMed
Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child x environment model. Developmental Psychology, 42, 1179–92. doi:10.1037/0012-1649.42.6.1179CrossRefGoogle ScholarPubMed
Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of School Psychology, 41, 235284. doi:10.1016/S0022-4405(03)00048-7CrossRefGoogle Scholar
Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, version 1.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education.Google Scholar
Godleski, S. A., Kamper, K. E., Ostrov, J. M., Hart, E. J., & Blakely-McClure, S. J. (2015). Peer victimization and peer rejection during early childhood. Journal of Clinical Child and Adolescent Psychology, 44, 380392. doi.org/10.1080/15374416.2014.940622CrossRefGoogle ScholarPubMed
Goodman, M. R., Stormshak, E. A., & Dishion, T. J. (2001). The significance of peer victimization at two points in development. Journal of Applied Developmental Psychology, 22, 507526. doi:10.1016/S0193-3973(01)00091-0CrossRefGoogle Scholar
Gray, J. A. (1972). Learning theory, the conceptual nervous system and personality. In Nebylitsyn, V. D. & Gray, J. A. (Eds.), The biological bases on individual behavior (pp. 372399). New York, NY: Academic Press.CrossRefGoogle Scholar
Hallquist, M. N., & Wright, A. G. C. (2014). Mixture modeling methods for the assessment of normal and abnormal personality, part I: Cross-sectional models. Journal of Personality Assessment, 96, 256268. doi:10.1080/00223891.2013.845201CrossRefGoogle ScholarPubMed
Hamaker, E. L., Kuiper, R. M., & Grasman, R. P. P. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20, 102116. doi:10.1037/a0038889CrossRefGoogle ScholarPubMed
Hancock, G. R., & Mueller, R. O. (2001). Rethinking construct reliability within latent variable systems. In Cudeck, R., du Toit, S. & Sörbom, D. (Eds.), Structural equation modeling: Present and future – A Festschrift in honor of Karl Jöreskog (pp. 195216). Loncolnwood, IL: Scientific Software International.Google Scholar
Hanish, L. D., Ryan, P., Martin, C. L., & Fabes, R. A. (2005). The social context of young children's peer victimization. Social Development, 14, 219. doi:10.1111/j.14679507.2005.00288.xCrossRefGoogle ScholarPubMed
Harrist, A. W., Zaia, A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years. Child Development, 68, 278294. doi:10.2307/1131850CrossRefGoogle ScholarPubMed
Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 155. doi:10.1080/10705519909540118CrossRefGoogle Scholar
Kamper-DeMarco, K. E., & Ostrov, J. M. (2017). Prospective associations between peer victimization and social-psychological adjustment problems in early childhood. Aggressive Behavior, 43, 471482. https://doi.org/10.1002/ab.21705CrossRefGoogle ScholarPubMed
Karevold, E., Ystrom, E., Coplan, R. J., Sanson, A. V., & Mathiesen, K. S. (2012). A prospective longitudinal study of shyness from infancy to adolescence: Stability, age related changes, and prediction of socio-emotional functioning. Journal of Abnormal Child Psychology, 40, 11671177. doi:10.1007/s10802-012-9635-6CrossRefGoogle ScholarPubMed
Kerr, D. C., Lunkenheimer, E. S., & Olson, S. L. (2007). Assessment of child problem behaviors by multiple informants: A longitudinal study from preschool to school entry. Journal of Child Psychology and Psychiatry, 48, 967975. doi:10.1111/j.14697610.2007.01776CrossRefGoogle ScholarPubMed
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). New York: Guilford Press.Google Scholar
Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models. Child Development, 77, 822846. doi:10.1111/j.1467-8624.2006.00905.xCrossRefGoogle ScholarPubMed
Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2019). Longitudinal changes in victimized youth's social anxiety and solitary behavior. Journal of Abnormal Child Psychology, 47, 12111223. doi:10.1007/s10802-018-0467-xCrossRefGoogle ScholarPubMed
Ladd, G. W., Kochenderfer, L. B., Eggum, N. D., Kochel, K. P., & McConnell, E. M. (2011). Characterizing and comparing the friendships of anxious-solitary and unsociable preadolescents. Child Development, 82, 14341453. doi:10.1111/j.14678624.2011.01632.xCrossRefGoogle ScholarPubMed
Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 10081024. doi:10.1037/0012-1649.32.6.1008CrossRefGoogle Scholar
Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 11981202. doi:10.1080/01621459.1988.10478722CrossRefGoogle Scholar
Markovic, A., & Bowker, J. C. (2015). Shy, but funny? Examining peer-valued characteristics as moderators of the associations between anxious-withdrawal and peer outcomes during early adolescence. Journal of Youth and Adolescence, 44, 833846. doi:10.1007/s10964014-0113-zCrossRefGoogle ScholarPubMed
Marsh, Herbert W., Hau, Kit-Tai, & Wen, Zhonglin. (2004). In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320341. http://dx.doi.org/10.1207/s15328007sem1103_2CrossRefGoogle Scholar
McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18, 206224. doi:10.1016/S0885-2006(03)00026-7CrossRefGoogle Scholar
Murray-Close, D., Nelson, D. A., Ostrov, J. M., Casas, J. F., & Crick, N. R. (2016). Relational aggression: A developmental psychopathology perspective. In Cicchetti, D. (Ed.), Developmental psychopathology (3rd ed., pp. 660722). New York, NY: Wiley.Google Scholar
Murray-Close, D., & Ostrov, J. M. (2009). A longitudinal study of forms and functions of aggressive behavior in early childhood. Child Development, 80, 828842. doi:10.1111/j.1467-8624.2009.01300.xCrossRefGoogle ScholarPubMed
Muthén, L. K., & Muthén, B. O. (1998–2019). Mplus (version 8.2). Los Angeles, CA: Muthén & Muthén.Google Scholar
National Center for Education Statistics (2019, February). Preschool and Kindergarten Enrollment. Retrieved https://nces.ed.gov/programs/coe/indicator_cfa.aspGoogle Scholar
Ojanen, T., Findley-Van Nostrand, D., Bowker, J. C., & Markovic, A. (2017). Examining the distinctiveness and the socio-emotional correlates of anxious-withdrawal and unsociability during early adolescence in Finland. The Journal of Early Adolescence, 37, 433446. doi:10.1177/0272431615609156CrossRefGoogle Scholar
Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere. London, England.Google Scholar
Ostrov, J. M. (2008). Forms of aggression and peer victimization during early childhood: A short-term longitudinal study. Journal of Abnormal Child Psychology, 36, 311322. doi:10.1007/s10802-007-9179-3CrossRefGoogle ScholarPubMed
Ostrov, J. M. (2010). Prospective associations between peer victimization and aggression. Child Development, 81, 16701677. doi:10.1111/j.1467-8624.2010.01501CrossRefGoogle ScholarPubMed
Ostrov, J. M., Blakely-McClure, S. J., Perry, K. J., & Kamper-DeMarco, K. E. (2018). Definitions-The form and function of relational aggression. In Coyne, S. M. & Ostrov, J. M. (Eds.), The development of relational aggression. New York, NY: Oxford University Press. ISBN: 978-0-19-049182-6.Google Scholar
Ostrov, J. M., & Hart, E. J. (2013). Observational methods. In Little, T. D. (Ed.), The Oxford handbook of quantitative methods (Vol 1): Foundations (pp. 286304). New York, NY: Oxford University Press.Google Scholar
Ostrov, J. M., Kamper-DeMarco, K. E., Blakely-McClure, S. J., Perry, K. J., & Mutignani, L. (2019). Prospective associations between aggression/bullying and adjustment in preschool: Is general aggression different from bullying behavior? Journal of Child and Family Studies, 28, 25722585. doi:10.1007/s10826-018-1055-yCrossRefGoogle Scholar
Ostrov, J. M., & Keating, C. F. (2004). Gender differences in preschool aggression during free play and structured interactions: An observational study. Social Development, 13, 255277. doi:10.1111/j.14679507.2004.000266CrossRefGoogle Scholar
Ostrov, J. M., Murray-Close, D., Godleski, S. A., & Hart, E. J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology, 116, 1936. doi:10.1016/j.jecp.2012.12.009CrossRefGoogle ScholarPubMed
Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental Psychology, 24, 807814. doi:10.1037/0012-1649.24.6.807CrossRefGoogle Scholar
Perry, K. J., & Ostrov, J. M. (2018). Testing a higher order model of internalizing and externalizing behavior: The role of aggression subtypes. Child Psychiatry & Human Development, 49, 2032. doi:10.1007/s10578-017-0725-0CrossRefGoogle ScholarPubMed
Putallaz, M., Grimes, C. L., Foster, K. J., Kupersmidt, J. B., Coie, J. D., & Dearing, K. (2007). Overt and relational aggression and victimization: Multiple perspectives within the school setting. Journal of School Psychology, 45, 523547. doi:10.1016/j.jsp.2007.05.003CrossRefGoogle ScholarPubMed
Rapee, R. M., Kennedy, S., Ingram, M., Edwards, S., & Sweeney, L. (2005). Prevention and Early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and Clinical Psychology, 73, 488497. doi:10.1037/0022-006X.73.3.488CrossRefGoogle ScholarPubMed
Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34, 244252. doi:10.1016/j.chiabu.2009.07.009CrossRefGoogle ScholarPubMed
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491511. doi:10.1016/S0193-3973(00)00051-4CrossRefGoogle Scholar
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016a). Applying bifactor statistical indices in the evaluation of psychological measures. Journal of Personality Assessment, 98, 237. doi:10.1080/00223891.2015.1089249CrossRefGoogle Scholar
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016b). Evaluating bifactor models: Calculating and interpreting statistical indices. Psychological Methods, 21, 137150. doi:10.1037/met0000045CrossRefGoogle Scholar
Rubin, K. H., & Asendorpf, J. (1993). Social withdrawal, inhibition, and shyness in childhood. Hillsdale, NJ: Erlbaum.Google Scholar
Rubin, K. H., & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50, 506534. doi:10.1353/mpq.2004.0036CrossRefGoogle Scholar
Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141171. doi:10.1146/annurev.psych.60.110707.163642CrossRefGoogle ScholarPubMed
Rubin, K. H., Coplan, R., Chen, X., Buskirk, A. A., & Wojslawowicz, J. C. (2005). Peer relationships in childhood. In Bornstein, M. H. & Lamb, M. E. (Eds.), Developmental science: An advanced textbook (5th ed., pp. 469512). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.Google Scholar
Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75, 243. doi:10.1007/s11336-009-9135-yCrossRefGoogle ScholarPubMed
Sette, S., Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R. J. (2017). Shyness, unsociability, and socio-emotional functioning at preschool: The protective role of peer acceptance. Journal of Child and Family Studies, 26, 11961205. doi:10.1007/s10826016-0638-8CrossRefGoogle Scholar
Spangler, T., & Gazelle, H. (2009). Anxious solitude, unsociability, and peer exclusion in middle childhood: A multitrait–multimethod matrix. Social Development, 18, 833856. doi:10.1111/j.1467-9507.2008.00517.xCrossRefGoogle ScholarPubMed
Sroufe, L. A. (2013). The promise of developmental psychopathology: Past and present. Development and Psychopathology, 25, 12151224. doi:10.1017/S0954579413000576CrossRefGoogle ScholarPubMed
Underwood, M. K. (2003). The comity of modest manipulation, the importance of distinguishing among bad behaviors. Merrill-Palmer Quarterly, 49, 373389. doi:10.1353/mpq.2003.0016CrossRefGoogle Scholar
Wang, J. M., Rubin, K. H., Laursen, B., Booth-LaForce, C., & Rose-Krasnor, L. (2013). Preference-for-solitude and adjustment difficulties in early and late adolescence. Journal of Clinical Child and Adolescent Psychology, 42, 834842. doi:10.1080/15374416.2013.794700CrossRefGoogle ScholarPubMed
Supplementary material: File

Perry et al. supplementary material

Perry et al. supplementary material

Download Perry et al. supplementary material(File)
File 130.6 KB