Anxious Solitude and the Middle School Transition: A Diathesis × Stress Model of Peer Exclusion and Victimization Trajectories
Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with...
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| Veröffentlicht in: | Developmental psychology 2014-05, Vol.50 (5), p.1569-1583 |
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| creator | Shell, Madelynn D Gazelle, Heidi Faldowski, Richard A |
| description | Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment. |
| doi_str_mv | 10.1037/a0035528 |
| format | Article |
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Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/a0035528</identifier><identifier>PMID: 24491212</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>United States: American Psychological Association</publisher><subject>Age Differences ; Aggression ; Anxiety ; Anxiety disorders ; At Risk Students ; Avoidance ; Bullying ; Child ; Child Development ; Children & youth ; Classroom Environment ; Coding ; Developmental psychology ; Elementary School Students ; Emotional Response ; Emotions ; Environmental Stress ; Female ; Grade 3 ; Grade 4 ; Grade 5 ; Grade 6 ; Grade 7 ; Human ; Humans ; Hypothesis Testing ; Life Change Events ; Longitudinal Studies ; Male ; Middle School Students ; Middle Schools ; Models, Psychological ; Observation ; Peer Group ; Peer Relationship ; Peers ; Predictor Variables ; School Transition ; Schools ; Scoring ; Shyness ; Social Behavior ; Social Isolation ; Social Isolation - psychology ; Social Support ; Social Support Groups ; Socioeconomic Status ; Solitude ; Stress ; Stress Variables ; Stress, Psychological ; Student Attitudes ; Timidity ; United States (Southeast) ; Victimization ; Victims ; Young people</subject><ispartof>Developmental psychology, 2014-05, Vol.50 (5), p.1569-1583</ispartof><rights>2014 American Psychological Association</rights><rights>(PsycINFO Database Record (c) 2014 APA, all rights reserved).</rights><rights>2014, American Psychological Association</rights><rights>Copyright American Psychological Association May 2014</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a346t-10b9c8f85f3f88f71167da7b2ac04ae407587e3916a4330e140190b15492260a3</citedby><orcidid>0000-0002-8071-1691</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999,31000</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1051397$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/24491212$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Eccles, Jacquelynne S</contributor><creatorcontrib>Shell, Madelynn D</creatorcontrib><creatorcontrib>Gazelle, Heidi</creatorcontrib><creatorcontrib>Faldowski, Richard A</creatorcontrib><title>Anxious Solitude and the Middle School Transition: A Diathesis × Stress Model of Peer Exclusion and Victimization Trajectories</title><title>Developmental psychology</title><addtitle>Dev Psychol</addtitle><description>Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment.</description><subject>Age Differences</subject><subject>Aggression</subject><subject>Anxiety</subject><subject>Anxiety disorders</subject><subject>At Risk Students</subject><subject>Avoidance</subject><subject>Bullying</subject><subject>Child</subject><subject>Child Development</subject><subject>Children & youth</subject><subject>Classroom Environment</subject><subject>Coding</subject><subject>Developmental psychology</subject><subject>Elementary School Students</subject><subject>Emotional Response</subject><subject>Emotions</subject><subject>Environmental Stress</subject><subject>Female</subject><subject>Grade 3</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>Grade 7</subject><subject>Human</subject><subject>Humans</subject><subject>Hypothesis Testing</subject><subject>Life Change Events</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Middle School Students</subject><subject>Middle Schools</subject><subject>Models, Psychological</subject><subject>Observation</subject><subject>Peer Group</subject><subject>Peer Relationship</subject><subject>Peers</subject><subject>Predictor Variables</subject><subject>School Transition</subject><subject>Schools</subject><subject>Scoring</subject><subject>Shyness</subject><subject>Social Behavior</subject><subject>Social Isolation</subject><subject>Social Isolation - psychology</subject><subject>Social Support</subject><subject>Social Support Groups</subject><subject>Socioeconomic Status</subject><subject>Solitude</subject><subject>Stress</subject><subject>Stress Variables</subject><subject>Stress, Psychological</subject><subject>Student Attitudes</subject><subject>Timidity</subject><subject>United States (Southeast)</subject><subject>Victimization</subject><subject>Victims</subject><subject>Young people</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kc1uEzEURi1ERUNB4gVAltiwYMDXPzNjdlEJFNQKpBS2luO5ozqajFPbg1o2PAYPxIvhkLZILFhZ1nd8fO2PkCfAXgETzWvLmFCKt_fIDLTQFVNa3yczxoBXUEt9SB6mtC5bKbR6QA65lBo48Bn5MR-vfJgSXYbB56lDaseO5gukZ77rBqRLdxHCQM-jHZPPPoxv6Jy-9bYgySf66ydd5ogp0bPQ4UBDTz8jRrq4csOUCv7H99W77Df-u90Jdq41uhyix_SIHPR2SPj4Zj0iX94tzo9PqtNP7z8cz08rK2SdK2Ar7dq-Vb3o27ZvAOqms82KW8ekRcka1TYoNNRWCsEQJAPNVqCk5rxmVhyRF3vvNobLCVM2G58cDoMdsTzfFBJ0uztV0Of_oOswxbFMVyjOdV0-T_yfYiBqLVv991oXQ0oRe7ONfmPjtQFmdtWZ2-oK-uxGOK022N2Bt10V4OkewOjdXbz4CEyB0E3JX-5zu7Vmm66djdm7AZObYsQxmw6_GcWMKgPWWvwGLB2qtQ</recordid><startdate>201405</startdate><enddate>201405</enddate><creator>Shell, Madelynn D</creator><creator>Gazelle, Heidi</creator><creator>Faldowski, Richard A</creator><general>American Psychological Association</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>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K7.</scope><orcidid>https://orcid.org/0000-0002-8071-1691</orcidid></search><sort><creationdate>201405</creationdate><title>Anxious Solitude and the Middle School Transition: A Diathesis × Stress Model of Peer Exclusion and Victimization Trajectories</title><author>Shell, Madelynn D ; Gazelle, Heidi ; Faldowski, Richard A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a346t-10b9c8f85f3f88f71167da7b2ac04ae407587e3916a4330e140190b15492260a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Age Differences</topic><topic>Aggression</topic><topic>Anxiety</topic><topic>Anxiety disorders</topic><topic>At Risk Students</topic><topic>Avoidance</topic><topic>Bullying</topic><topic>Child</topic><topic>Child Development</topic><topic>Children & youth</topic><topic>Classroom Environment</topic><topic>Coding</topic><topic>Developmental psychology</topic><topic>Elementary School Students</topic><topic>Emotional Response</topic><topic>Emotions</topic><topic>Environmental Stress</topic><topic>Female</topic><topic>Grade 3</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Grade 6</topic><topic>Grade 7</topic><topic>Human</topic><topic>Humans</topic><topic>Hypothesis Testing</topic><topic>Life Change Events</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Middle School Students</topic><topic>Middle Schools</topic><topic>Models, Psychological</topic><topic>Observation</topic><topic>Peer Group</topic><topic>Peer Relationship</topic><topic>Peers</topic><topic>Predictor Variables</topic><topic>School Transition</topic><topic>Schools</topic><topic>Scoring</topic><topic>Shyness</topic><topic>Social Behavior</topic><topic>Social Isolation</topic><topic>Social Isolation - psychology</topic><topic>Social Support</topic><topic>Social Support Groups</topic><topic>Socioeconomic Status</topic><topic>Solitude</topic><topic>Stress</topic><topic>Stress Variables</topic><topic>Stress, Psychological</topic><topic>Student Attitudes</topic><topic>Timidity</topic><topic>United States (Southeast)</topic><topic>Victimization</topic><topic>Victims</topic><topic>Young people</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Shell, Madelynn D</creatorcontrib><creatorcontrib>Gazelle, Heidi</creatorcontrib><creatorcontrib>Faldowski, Richard A</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>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Criminal Justice (Alumni)</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Shell, Madelynn D</au><au>Gazelle, Heidi</au><au>Faldowski, Richard A</au><au>Eccles, Jacquelynne S</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1051397</ericid><atitle>Anxious Solitude and the Middle School Transition: A Diathesis × Stress Model of Peer Exclusion and Victimization Trajectories</atitle><jtitle>Developmental psychology</jtitle><addtitle>Dev Psychol</addtitle><date>2014-05</date><risdate>2014</risdate><volume>50</volume><issue>5</issue><spage>1569</spage><epage>1583</epage><pages>1569-1583</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>Consistent with a Diathesis × Stress model, it was hypothesized that anxious solitude (individual vulnerability) and the middle school transition (environmental stress) would jointly predict peer exclusion and victimization trajectories. Youth (N = 688) were followed from 3rd through 7th grade, with the middle school transition in 6th grade. Peer-reported peer exclusion and physical victimization trajectories across the middle school transition were modeled with piecewise growth curves. As expected, anxious solitude predicted elevated exclusion and victimization in both elementary and middle school. Nonetheless, exclusion and victimization declined after the transition on average, and anxious solitary youth versus average youth experienced greater relative declines. The pattern of results suggests that the collective renegotiation of peer relations after the transition, rather than posttransition decline in classroom emotional support, contributed to the posttransition decline in peer mistreatment.</abstract><cop>United States</cop><pub>American Psychological Association</pub><pmid>24491212</pmid><doi>10.1037/a0035528</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0002-8071-1691</orcidid></addata></record> |
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| subjects | Age Differences Aggression Anxiety Anxiety disorders At Risk Students Avoidance Bullying Child Child Development Children & youth Classroom Environment Coding Developmental psychology Elementary School Students Emotional Response Emotions Environmental Stress Female Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Human Humans Hypothesis Testing Life Change Events Longitudinal Studies Male Middle School Students Middle Schools Models, Psychological Observation Peer Group Peer Relationship Peers Predictor Variables School Transition Schools Scoring Shyness Social Behavior Social Isolation Social Isolation - psychology Social Support Social Support Groups Socioeconomic Status Solitude Stress Stress Variables Stress, Psychological Student Attitudes Timidity United States (Southeast) Victimization Victims Young people |
| title | Anxious Solitude and the Middle School Transition: A Diathesis × Stress Model of Peer Exclusion and Victimization Trajectories |
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