Assessment and Implications of Social Avoidance in Chinese Early Adolescents
The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-em...
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| Veröffentlicht in: | The Journal of early adolescence 2018-04, Vol.38 (4), p.554-573 |
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| container_title | The Journal of early adolescence |
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| creator | Sang, Biao Ding, Xuechen Coplan, Robert J. Liu, Junsheng Pan, Tingting Feng, Xingyi |
| description | The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context. Participants were 663 early adolescents (350 boys, 313 girls) attending elementary schools (
X
¯
a
g
e
= 10.25 years) and middle schools (
X
¯
a
g
e
= 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China. |
| doi_str_mv | 10.1177/0272431616678988 |
| format | Article |
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X
¯
a
g
e
= 10.25 years) and middle schools (
X
¯
a
g
e
= 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China.</description><identifier>ISSN: 0272-4316</identifier><identifier>EISSN: 1552-5449</identifier><identifier>DOI: 10.1177/0272431616678988</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Adolescents ; Anxiety ; Avoidance behavior ; Behavior Problems ; Child Behavior ; Depression (Psychology) ; Early Adolescents ; Elementary School Students ; Elementary schools ; Factor Analysis ; Foreign Countries ; Interpersonal Competence ; Measures ; Measures (Individuals) ; Middle School Students ; Middle schools ; Peer Relationship ; Peers ; Psychological Patterns ; Questionnaires ; Screening Tests ; Shyness ; Social Adjustment ; Social interaction ; Sociocultural factors ; Statistical Analysis ; Teachers ; Teenagers ; Test Reliability ; Test Validity ; Withdrawal (Psychology)</subject><ispartof>The Journal of early adolescence, 2018-04, Vol.38 (4), p.554-573</ispartof><rights>The Author(s) 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-db5db5f813c237ec01e219ebc08bc0b227aa02bb0464c9047775144f06d401673</citedby><cites>FETCH-LOGICAL-c331t-db5db5f813c237ec01e219ebc08bc0b227aa02bb0464c9047775144f06d401673</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/0272431616678988$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/0272431616678988$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21799,27903,27904,33753,43600,43601</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1172189$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Sang, Biao</creatorcontrib><creatorcontrib>Ding, Xuechen</creatorcontrib><creatorcontrib>Coplan, Robert J.</creatorcontrib><creatorcontrib>Liu, Junsheng</creatorcontrib><creatorcontrib>Pan, Tingting</creatorcontrib><creatorcontrib>Feng, Xingyi</creatorcontrib><title>Assessment and Implications of Social Avoidance in Chinese Early Adolescents</title><title>The Journal of early adolescence</title><description>The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context. Participants were 663 early adolescents (350 boys, 313 girls) attending elementary schools (
X
¯
a
g
e
= 10.25 years) and middle schools (
X
¯
a
g
e
= 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China.</description><subject>Adolescents</subject><subject>Anxiety</subject><subject>Avoidance behavior</subject><subject>Behavior Problems</subject><subject>Child Behavior</subject><subject>Depression (Psychology)</subject><subject>Early Adolescents</subject><subject>Elementary School Students</subject><subject>Elementary schools</subject><subject>Factor Analysis</subject><subject>Foreign Countries</subject><subject>Interpersonal Competence</subject><subject>Measures</subject><subject>Measures (Individuals)</subject><subject>Middle School Students</subject><subject>Middle schools</subject><subject>Peer Relationship</subject><subject>Peers</subject><subject>Psychological Patterns</subject><subject>Questionnaires</subject><subject>Screening Tests</subject><subject>Shyness</subject><subject>Social Adjustment</subject><subject>Social interaction</subject><subject>Sociocultural factors</subject><subject>Statistical Analysis</subject><subject>Teachers</subject><subject>Teenagers</subject><subject>Test Reliability</subject><subject>Test Validity</subject><subject>Withdrawal (Psychology)</subject><issn>0272-4316</issn><issn>1552-5449</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>BHHNA</sourceid><recordid>eNp1kEFLxDAQhYMouK7evQgBz9WZNE3aY1mqrix4UM8lTVPN0m3WpCvsvzdLRUEQZpjD--Y9eIRcItwgSnkLTDKeokAhZF7k-RGZYZaxJOO8OCazg5wc9FNyFsIaADgTYkZWZQgmhI0ZRqqGli43295qNVo3BOo6-uy0VT0tP51t1aANtQNdvNvBBEMr5fs9LVvXm6CjQTgnJ53qg7n4vnPyele9LB6S1dP9clGuEp2mOCZtk8Xpckw1S6XRgIZhYRoNedyGMakUsKYBLrgugEspM-S8A9FyQCHTObmefLfefexMGOu12_khRtYMkKUCZS4iBROlvQvBm67eertRfl8j1IfO6r-dxZer6cV4q3_w6jHSDPMi6smkB_VmfkP_9fsC7jlzfQ</recordid><startdate>201804</startdate><enddate>201804</enddate><creator>Sang, Biao</creator><creator>Ding, Xuechen</creator><creator>Coplan, Robert J.</creator><creator>Liu, Junsheng</creator><creator>Pan, Tingting</creator><creator>Feng, Xingyi</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope></search><sort><creationdate>201804</creationdate><title>Assessment and Implications of Social Avoidance in Chinese Early Adolescents</title><author>Sang, Biao ; Ding, Xuechen ; Coplan, Robert J. ; Liu, Junsheng ; Pan, Tingting ; Feng, Xingyi</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-db5db5f813c237ec01e219ebc08bc0b227aa02bb0464c9047775144f06d401673</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Adolescents</topic><topic>Anxiety</topic><topic>Avoidance behavior</topic><topic>Behavior Problems</topic><topic>Child Behavior</topic><topic>Depression (Psychology)</topic><topic>Early Adolescents</topic><topic>Elementary School Students</topic><topic>Elementary schools</topic><topic>Factor Analysis</topic><topic>Foreign Countries</topic><topic>Interpersonal Competence</topic><topic>Measures</topic><topic>Measures (Individuals)</topic><topic>Middle School Students</topic><topic>Middle schools</topic><topic>Peer Relationship</topic><topic>Peers</topic><topic>Psychological Patterns</topic><topic>Questionnaires</topic><topic>Screening Tests</topic><topic>Shyness</topic><topic>Social Adjustment</topic><topic>Social interaction</topic><topic>Sociocultural factors</topic><topic>Statistical Analysis</topic><topic>Teachers</topic><topic>Teenagers</topic><topic>Test Reliability</topic><topic>Test Validity</topic><topic>Withdrawal (Psychology)</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sang, Biao</creatorcontrib><creatorcontrib>Ding, Xuechen</creatorcontrib><creatorcontrib>Coplan, Robert J.</creatorcontrib><creatorcontrib>Liu, Junsheng</creatorcontrib><creatorcontrib>Pan, Tingting</creatorcontrib><creatorcontrib>Feng, Xingyi</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>The Journal of early adolescence</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sang, Biao</au><au>Ding, Xuechen</au><au>Coplan, Robert J.</au><au>Liu, Junsheng</au><au>Pan, Tingting</au><au>Feng, Xingyi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1172189</ericid><atitle>Assessment and Implications of Social Avoidance in Chinese Early Adolescents</atitle><jtitle>The Journal of early adolescence</jtitle><date>2018-04</date><risdate>2018</risdate><volume>38</volume><issue>4</issue><spage>554</spage><epage>573</epage><pages>554-573</pages><issn>0272-4316</issn><eissn>1552-5449</eissn><abstract>The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context. Participants were 663 early adolescents (350 boys, 313 girls) attending elementary schools (
X
¯
a
g
e
= 10.25 years) and middle schools (
X
¯
a
g
e
= 12.53 years) in Shanghai, People’s Republic of China. Measures of social withdrawal subtypes and adjustment were collected using multi-source assessments, including self-reports, peer nominations, and teacher ratings. The results provided evidence in support of the reliability and validity of the new scale of self-reported social avoidance. Shyness, unsociability, and social avoidance were also all uniquely associated with emotion dysregulation and self-reported internalizing problems. However, only social avoidance was uniquely associated with teacher-rated emotion symptoms and peer problems (as rated by both peers and teachers). Results are discussed in terms of the reasons why social avoidance may have particularly negative implications for early adolescents in China.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/0272431616678988</doi><tpages>20</tpages></addata></record> |
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| ispartof | The Journal of early adolescence, 2018-04, Vol.38 (4), p.554-573 |
| issn | 0272-4316 1552-5449 |
| language | eng |
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| source | SAGE Complete; Sociological Abstracts |
| subjects | Adolescents Anxiety Avoidance behavior Behavior Problems Child Behavior Depression (Psychology) Early Adolescents Elementary School Students Elementary schools Factor Analysis Foreign Countries Interpersonal Competence Measures Measures (Individuals) Middle School Students Middle schools Peer Relationship Peers Psychological Patterns Questionnaires Screening Tests Shyness Social Adjustment Social interaction Sociocultural factors Statistical Analysis Teachers Teenagers Test Reliability Test Validity Withdrawal (Psychology) |
| title | Assessment and Implications of Social Avoidance in Chinese Early Adolescents |
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