Distinguishing between sociable and unsociable passive withdrawal in childhood: Motivation factors and psychosocial outcomes
Abstract
The purpose of the present study was to examine the approach and avoidance motivations of children who voluntarily choose to withdraw from social interaction. Specifically, this study sought to extend research on subtypes of passive withdrawal by investigating whether shyness could be distinguished from unsociability in middle and late childhood. Self-ratings of aversion to being alone, affinity for aloneness, importance of friendship and peer acceptance, social anxiety (fear of negative evaluation, social avoidance in new situations, general social avoidance), loneliness, self competence, perceived social support, peer nominations of social behaviors, status, and mutual friendships, and teacher ratings of children's temperament and problem behaviors were collected from 328 students (145 boys and 183 girls) in grades three through five. The importance of peer acceptance and affinity for aloneness were the strongest predictors of teacher- and peer-rated shyness and sociability respectively. Multiple regression results indicated that peer-rated shyness and sociability contributed the most unique variance to social outcomes; social anxiety contributed the most unique variance to the psychological outcomes. Both aversion and affinity positively predicted loneliness, in addition to social anxiety. An extreme-groups targeting procedure based on peer and teacher assessments was used to select 43 high withdrawn/low aggressive children. Cluster analysis on this sample involving self-reported motivational indicators and peer- and teacher-rated shyness and sociability identified two subtypes of passively withdrawn children. Peer-rated unsociable withdrawn children (N = 25) were more shy, socially anxious, averse to being alone, had greater affinity for aloneness, and demonstrated poor psychosocial adjustment. Peer-rated sociable withdrawn children (N = 18) experienced few problems. They did not suffer from an approach-avoidance conflict, did not experience social anxiety, and were more likely to be sociometrically neglected. Results are discussed in terms of approach and avoidance motivations, and theory and research on subtypes of withdrawal.
Degree
Ph.D.
Advisors
Olson, Purdue University.
Subject Area
Developmental psychology|Personality
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