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护理研究(NICHD SECC)数据集的这项二次分析的中心目的是调查从出生到一年级焦虑的孤独儿童(在同龄人中表现出更高的害羞、孤独行为的儿童)风险和韧性的个人和背景因素。尽管研究表明，焦虑的独生子女在人际关系、情绪和生活转变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内差异，但拟议的一系列研究考察了组内差异，包括预测焦虑孤独儿童差异适应轨迹的个人和背景因素。NICHD SECC数据集的大容量(N=1364，48%是女性)非常适合研究焦虑的孤独儿童之间的差异。 最近的研究发现，学龄前期的同伴关系困难是预测焦虑的孤独儿童在童年中期的不同适应轨迹的一个因素(Gazelle&Ladd2003)。拟议的一系列研究集中在早期学龄(出生到一年级)之前和包括在内的时期，允许调查可能缓解焦虑型孤独儿童S在早期学龄期同伴关系困难风险的早期儿童因素。具体地说，分析将考察：1)幼儿时期的多层次个体和背景特征作为焦虑孤独儿童在学龄前的同伴拒绝风险的调节因素；2)同时的课堂情绪氛围作为幼儿早期焦虑孤独史和一年级同伴拒绝之间的调节变量；3)幼儿园的同伴拒绝作为幼儿早期焦虑孤独史和快速年级情绪困难之间的调节变量；4)跨学校和托儿环境的焦虑孤独的稳定性作为在这些情境中经历的同伴拒绝的函数；以及5)焦虑孤独稳定性的多水平个体和语境预测因子。

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.