Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition

Nelemans, Stefanie A.; Hale, William W.; Branje, Susan J. T.; Meeus, Wim H. J.; Rudolph, Karen D.

doi:10.1017/s0954579417001584

Cited by 51Child and Adolescent Psychosocial and Emotional DevelopmentAnxiety, Depression, Psychometrics, Treatment, Cognitive ProcessesEarly Childhood Education and Development

Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition

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Nelemans, Stefanie A., Hale, William W., Branje, Susan J. T., Meeus, Wim H. J., Rudolph, Karen D.·2018·Development and Psychopathology

DOI 10.1017/s0954579417001584

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Abstract

This study examined the impact of the middle school transition on general anxiety trajectories from middle childhood to middle adolescence, as well as how youths' individual vulnerability and exposure to contextual stressors were associated with anxiety trajectories. Participants were 631 youth (47% boys, M age = 7.96 years at Time 1), followed for 7 successive years from second to eighth grade. Teachers reported on youths' individual vulnerability to anxiety (anxious solitude) in second grade; youth reported on their anxiety in second to eighth grade and aspects of their social contexts particularly relevant to the school transition (school hassles, peer victimization, parent-child relationship quality, and friendship quality) in sixth to eighth grade. The results revealed two subgroups that showed either strongly increasing (5%) or decreasing (14%) levels of anxiety across the transition and two subgroups with fairly stable levels of either high (11%) or low (70%) anxiety over time. Youth in the latter two subgroups could be distinguished based on their individual vulnerability to anxiety, whereas youth with increasing anxiety reported more contextual stressors and less contextual support than youth with decreasing anxiety. In sum, findings suggest that the middle school transition has the potential to alter developmental trajectories of anxiety for some youth, for better or for worse.

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Some children who demonstrated AS in elementary school and at the beginning of middle school subsequently demonstrated improved AS and SAS in middle school.
“some children who demonstrated AS in elementary school and at the beginning of middle school subsequently demonstrated improved AS and SAS in middle school [17, 37].”
From Co-Development of Anxious Solitude and Social Anxiety Symptoms from Middle Childhood Through Early Adolescence: Increased Transactions After the Middle School Transition (2026) · cites this paper as [37]
Many AS children experience continued SAS from elementary to middle school.
“many AS children experience continued SAS from elementary to middle school.”
From Co-Development of Anxious Solitude and Social Anxiety Symptoms from Middle Childhood Through Early Adolescence: Increased Transactions After the Middle School Transition (2026) · cites this paper as [37]
Improved AS in middle school (which corresponded to low SAS) was predicted by decreased peer exclusion and improved ability to defend oneself from peers in middle school, and by fewer other contextual stressors and more contextual support.
“Improved AS in middle school (which corresponded to low SAS) was predicted by decreased peer exclusion and improved ability to defend oneself from peers in middle school [17], and fewer other contextual stressors and more contextual support [37 ].”
From Co-Development of Anxious Solitude and Social Anxiety Symptoms from Middle Childhood Through Early Adolescence: Increased Transactions After the Middle School Transition (2026) · cites this paper as [37]

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Authors: Nelemans, S. A., Hale, W. W., Branje, S. J. T., Meeus, W. H. J., & Rudolph, K. D.
Affiliations: Utrecht University (NL)
University of Illinois Urbana-Champaign (US)
Corresponding author: Nelemans, Stefanie A.
ORCID: Nelemans, Stefanie A.
Hale, William W.
Branje, Susan J. T.
Meeus, Wim H. J.
Rudolph, Karen D.
Venue: Development and Psychopathology
Publisher: Cambridge University Press (CUP)
Published: 2017-11-21
Volume: 30
Issue: 4
Pages: 1487-1501
ISSN: 0954-5794 (ISSN-L)
1469-2198
DOI: 10.1017/s0954579417001584
OpenAlex: W2769963519
Cited by: 51
References: 89
Citations by year: 2026: 7 · 2025: 4 · 2024: 5 · 2023: 10 · 2022: 8 · 2021: 9 · 2020: 3 · 2019: 2 · 2018: 3
FWCI: 2.71
Type: journal article
Language: en
Open access: green
dspace.library.uu.nl
Licence: other-oa
www.cambridge.org/core/terms (unspecified)
Locations: Development and Psychopathology (publishedVersion)
PubMed (publishedVersion)
Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
Topics: Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
Social Sciences › Education › Early Childhood Education and Development
Keywords: anxiety trajectories, middle school transition, individual differences, contextual stressors, peer victimization, parent-child relationship, friendship quality, middle childhood, middle adolescence
MeSH terms: Adolescent, Anxiety, Child, Female, Humans, Individuality, Male, Parent-Child Relations, Peer Group, Schools, Social Behavior, Friends, Bullying

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Individual differences in anxiety trajectories from Grades 2 to 8: Impact of the middle school transition

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