Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years
Subtypes of social withdrawal in early childhood: Sociometric status and social-cognitive differences across four years
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DOI：
10.2307/1131850
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发表时间：
1997-04-01
影响因子：
4.6
通讯作者：
Pettit, GS
中科院分区：
文献类型：
--
作者：
Harrist, AW;Zain, AF;Pettit, GS
在567名自由玩耍的幼儿园儿童中，有150名儿童被归类为社交孤僻，并被跟踪了4年。一项涉及教师评分的聚类分析被用来确定孤僻儿童的亚型。我们确定了四类，其中3类在文献中发现，被标记为不善交际（n = 96），被动焦虑（n = 23）和主动孤立（n = 19）， 1类通常未被讨论，被标记为悲伤/抑郁（n = 12）。社会计量学评分表明，不善交际的儿童的社会计量学忽视率较高，积极孤立的儿童的拒绝率高于预期水平，而悲伤/抑郁的儿童的忽视和拒绝率均较高。各亚型在社会信息处理模式上也存在差异，积极孤立的儿童表现出最不称职的技能。一些亚型比其他亚型经历更多的困难，这一发现可能解释了现有研究中关于社交退缩是否是心理社会发展的风险因素的模糊性，因为在过去，退缩通常被视为一种单一的结构。
From a sample of 567 kindergartners observed during free play, 150 children were classified as socially withdrawn and followed over 4 years. A cluster analysis involving teacher ratings was used to identify subtypes of withdrawn children. Four clusters were identified, 3 fitting profiles found in the literature and labeled unsociable (n = 96), passive-anxious (n = 23), and active-isolate (n = 19), and 1 typically not discussed, labeled sad/depressed (n = 12). Sociometric ratings indicated that unsociable children had elevated rates of sociometric neglect, active-isolates had higher than expected levels of rejection, and sad/depressed children had elevated rates of both neglect and rejection. Subtypes also differed in social information-processing patterns, with active-isolate children displaying the least competent skills. The findings that some subtypes experience more difficulty than others might account for the ambiguity in extant studies regarding whether or not social withdrawal is a risk factor in psychosocial development, because withdrawal has most often been treated as a unitary construct in the past.