Anxious Solitude Across Contexts: Girls' Interactions With Familiar and Unfamiliar Peers

Cross-situational continuity and change in anxious solitary girls' behavior and peer relations were examined in interactions with familiar versus unfamiliar playmates. Fourth-grade girls (N = 209, M age = 9.77 years, half African American, half European American) were identified as anxious soli...

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Bibliographic Details
Published in:Child development 2005-01, Vol.76 (1), p.227-246
Main Authors: Gazelle, Heidi, Putallaz, Martha, Li, Yan, Grimes, Christina L., Kupersmidt, Janis B., Coie, John D.
Format: Article
Language:English
Subjects:
Aesthetic Education
Anxiety
Anxiety - epidemiology
Anxiety - psychology
Behavior Change
Biological and medical sciences
Child
Child development
Child psychology
Children
Cognition
Context Effect
Contextual factors
Crime Victims
Developmental psychology
Empirical Articles
Familiarity
Female
Females
Fundamental and applied biological sciences. Psychology
Girls
Grade 4
Humans
Incidence
Interpersonal Relations
Loneliness - psychology
Normativity
Observation
Peer Group
Peer relations
Peer Relationship
Peer relationships
Play and Playthings
Preferences
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social classes
Social Environment
Social interaction
Sociometrics
Solitude
Student anxiety
Student Behavior
Trajectories
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Summary:Cross-situational continuity and change in anxious solitary girls' behavior and peer relations were examined in interactions with familiar versus unfamiliar playmates. Fourth-grade girls (N = 209, M age = 9.77 years, half African American, half European American) were identified as anxious solitary or behaviorally normative using observed and teacher-reported behavior among classmates. Subsequently, girls participated in 1-hr play groups containing 5 same-race familiar or unfamiliar girls for 5 consecutive days. Results support both cross-situational continuity and change in anxious solitary girls' behavior and peer relations. Although anxious solitary girls exhibited difficulty interacting with both familiar and unfamiliar playmates relative to behaviorally normative girls, elements of their behavior improved in unfamiliar play groups, a context in which they received less peer mistreatment.
ISSN:0009-3920
1467-8624
DOI:10.1111/j.1467-8624.2005.00841.x