Sociability and social withdrawal in childhood: stability and outcomes.
The stability and long-term correlates of both social withdrawal and sociability were investigated in a longitudinal study of normal children in kindergarten through the fifth grade. Both observational and peer assessment indices of withdrawal and sociability were considered; furthermore, a distinction was made between observed active versus passive solitude. Of particular interest was whether social withdrawal in early childhood was predictive of subsequent internalizing problems, as assessed by self-reports of social competence, overall self-worth, loneliness, and depression as well as teacher ratings of shy/anxious behavior, in later childhood. Results indicated a modest degree of stability for observed social withdrawal but not for observed sociability, nor for active or passive forms of solitude. Somewhat higher stability correlations were obtained for peer assessments of both sociability and withdrawal. In terms of predictive outcomes, significant relations were found between early social withdrawal in kindergarten and Grade 2 and subsequent internalizing problems in Grades 4 and 5, although the pattern of results was mixed. These data suggest that social withdrawal in early childhood may be predictive of risk for internalizing difficulties in later childhood.
Department of Psychology, University of Waterloo, Ontario, Canada.
K H
KH
Rubin
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S
Hymel
R S
RS
Mills
D002653:Child Behavior Disorders / Q000523:psychology*; D002675:Child, Preschool; D003863:Depression / Q000523:psychology; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008132:Loneliness; D008137:Longitudinal Studies; D008297:Male; D010379:Peer Group; D010553:Personality Development; D010988:Play and Playthings; D012649:Self Concept; D012792:Shyness; D012934:Social Isolation; D013663:Teaching