Risk and Resilience in Anxious Solitary Children

描述（由申请人提供）： 国家儿童健康和人类发展研究所早期儿童保育研究（NICHD SECC）数据集的次要分析的主要目的是调查从出生到一年级的焦虑孤独儿童（在同龄人中表现出害羞，孤独行为的儿童）的风险和弹性的个体和背景因素。尽管研究表明，焦虑孤独儿童在人际关系、情感和生活过渡方面与其他儿童不同，但他们在适应方面表现出很大的异质性。虽然大多数先前的研究都记录了组间差异，但拟议的一系列研究探讨了组内差异，包括预测焦虑孤独儿童差异调整轨迹的个人和背景因素。大尺寸的NICHD SECC数据集（N = 1364，48%女性）是唯一适合于研究焦虑孤独儿童之间的差异。 最近的研究发现，在早期的学校里，同伴关系的困难是一个因素，预测在童年中期的过程中，焦虑的孤独儿童的不同调整轨迹（Gazelle &拉德，2003）。拟议的一系列研究侧重于学龄前时期（出生至一年级），允许调查可能缓和焦虑孤独儿童在学龄前同龄人关系困难风险的幼儿期因素。具体来说，分析将探讨1）多层次的个人和背景特征在早期儿童的焦虑孤独儿童的风险，在早期的学校几年的同伴拒绝，2）同时课堂情绪气氛作为一个调节器之间的关系，早期儿童的焦虑孤独和同伴拒绝的历史，在一年级，3）幼儿园同伴拒绝在幼儿焦虑孤独史与快年级情绪困难的关系中起调节作用，4）焦虑孤独在学校和儿童保育环境中的稳定性，作为在这些环境中经历的同伴拒绝的函数，（5）焦虑性孤独稳定性的多水平个体和情境预测因子。

DESCRIPTION (provided by applicant): The central aim of this secondary analysis of the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC) data set is to investigate individual and contextual factors that contribute to risk and resilience in anxious solitary children (children who display elevated shy, solitary behavior among peers) from birth through first grade. Although research has demonstrated that anxious solitary children differ from other children on a host of interpersonal, emotional, and life-transition outcomes, they show a great deal of heterogeneity in adjustment. Whereas the majority of prior research has documented between-group differences, the proposed series of studies examines within-group differences, including individual and contextual factors that forecast differential adjustment trajectories among anxious solitary children. The large size of the NICHD SECC data set (N = 1364, 48% female) is uniquely suited to examining differences among anxious solitary children. Recent research has identified peer relations difficulties in the early school years as a factor that forecasts divergent adjustment trajectories among anxious solitary children over the course of middle childhood (Gazelle & Ladd 2003). The proposed series of studies focus on the period prior to and including the early school years (birth through first grade), permitting investigation of early childhood factors that may moderate anxious solitary children' s risk for peer relations difficulties in the early school years. Specifically, analyses will examine 1) multi-level individual and contextual characteristics in early childhood as moderators of anxious solitary children's risk for peer rejection in the early school years, 2) concurrent classroom emotional climate as a moderator in the relationship between early childhood history of anxious solitude and peer rejection in first grade, 3) peer rejection in kindergarten as a moderator in the relationship between early childhood history of anxious solitude and emotional difficulties in fast grade, 4) stability of anxious solitude across school and child care contexts as a function of the peer rejection experienced in these contexts, and 5) multi-level individual and contextual predictors of stability of anxious solitude across time.