Trajectories of social withdrawal from middle childhood to early adolescence
Trajectories of social withdrawal from middle childhood to early adolescence
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DOI：
10.1007/s10802-007-9199-z
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发表时间：
2008-05-01
影响因子：
3.6
通讯作者：
Laursen, Brett
中科院分区：
文献类型：
--
作者：
Oh, Wonjung;Rubin, Kenneth H.;Laursen, Brett
在一个社区样本(N=392)中，纵向考察了社会退缩发展过程中的异质性和个体差异。一般成长混合模型(GGMM)被用来识别不同的社交退缩路径，区分有效的子组轨迹，并检查预测子组内轨迹变化的因素。通过对个体(社交退缩)、互动性(亲社会行为)、关系(友谊卷入、稳定性和质量、最好朋友的退避和排斥/受害)和群体(排斥/受害)水平特征的评估，确定了从小学最后一年到中学过渡到初中最后一年(五到八年级)的成长轨迹。确定了三个不同的轨迹类别：低、稳定、增加和减少。同伴排斥、亲社会行为和相互友谊参与区分了班级成员。缺乏友情、友谊不稳定和被排斥是增加阶层的社交退缩的显著预测因子，而同伴排斥水平较低则预示着减少的阶层的社交退缩减少。
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.