Abstract
This study aimed to identify divergent patterns of individual continuity and change in anxious solitude (AS) in the last half of elementary school (3rd – 5th grade) and the first two years of middle school (6th – 7th grade), and test predictors and outcomes of these pathways. Participants were 688 youths (girls n = 354, 51.5%; M age at outset = 8.66 years, SD = 0.50). Latent class growth analyses identified two AS trajectory classes in elementary school (moderate-decreasing, high-increasing) and three in middle school (low-stable, low-increasing, high-decreasing). The elementary school moderate-decreasing class was two-and-a-half times more likely than others to end in the middle school low-stable class. In contrast, the elementary school high-increasing class was twice as likely as others to end in the middle school low-increasing class, and four times as likely to end in the middle school high-decreasing class. Peer exclusion predicted membership in increasing AS trajectory classes in both elementary and middle school, whereas the middle school high-decreasing AS trajectory class demonstrated decreasing peer exclusion during middle school. Likewise, inability to defend oneself predicted membership in increasing AS trajectory classes in both elementary and middle school, whereas membership in the middle school high-decreasing AS trajectory class was predicted by inability to defend oneself in elementary but not middle school. High-decreasing AS youths’ improved ability to defend themselves in middle school appeared to be related to a cascade of improvements in related domains. In contrast, membership in increasing AS classes in elementary and middle school predicted symptoms of social anxiety and depression.
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Acknowledgements
This research was supported by grant 1K01MH076237 from the National Institute of Mental Health to Heidi Gazelle. Thanks to the children, parents, and teachers who participated in the project and members of the US Social Development Lab including Madelynn Druhen Shell and Tamara Spangler Avant who demonstrated such dedication to this project.
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Gazelle, H., Faldowski, R.A. Multiple Trajectories in Anxious Solitary Youths: the Middle School Transition as a Turning Point in Development. J Abnorm Child Psychol 47, 1135–1152 (2019). https://doi.org/10.1007/s10802-019-00523-8
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DOI: https://doi.org/10.1007/s10802-019-00523-8