Anxious solitude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories.

Shell, Madelynn D.; Gazelle, Heidi; Faldowski, Richard A.

doi:10.1037/a0035528

Cited by 99Bullying, Victimization, and AggressionChild and Adolescent Psychosocial and Emotional DevelopmentDeath Anxiety and Social Exclusion

Anxious solitude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories.

Shell, Madelynn D., Gazelle, Heidi, Faldowski, Richard A.·2014·Developmental Psychology

DOI 10.1037/a0035528

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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.

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Adolescents are collectively motivated to make new friends and join new peer groups when they encounter new peers during the MST.
“This likely occurs because adolescents are collectively motivated to make new friends and join new peer groups when they encounter new peers during this major school transition [17, 46].”
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 [46]
Adolescents in general, and AS adolescents in particular, experience a marked drop in peer exclusion shortly after the 'fresh start' afforded by the MST.
“Ironically, evidence indicates that adolescents in general, and AS adolescents in particular, experience a marked drop in peer exclusion shortly after the 'fresh start' afforded by the MST [46].”
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 [46]
The greatest changes in social and emotional functioning may occur in early adolescence when the MST prompts children to actively adapt to new circumstances.
“Specifically, the greatest changes in social and emotional functioning may occur in early adolescence [3] when the MST prompts children to actively adapt to new circumstances [ 17, 46].”
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 [46]
Children typically demonstrated more stability in AS from the fall to spring within each academic year when classmates were stable, than between years when classmates were reshuffled.
“Children typically demonstrated more stability in AS from the fall to spring within each academic year when classmates were stable, than between years when classmates were reshuffled [ 17, 46 ].”
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 [46]

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Authors: Shell, M. D., Gazelle, H., & Faldowski, R. A.
Affiliations: University of Virginia's College at Wise (US)
The University of Melbourne (AU)
University of North Carolina at Chapel Hill (US)
ORCID: Shell, Madelynn D.
Gazelle, Heidi
Faldowski, Richard A.
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 2014-05
Volume: 50
Issue: 5
Pages: 1569-1583
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/a0035528
OpenAlex: W2030248857
Cited by: 99
References: 40
Citations by year: 2026: 2 · 2025: 8 · 2024: 1 · 2023: 4 · 2022: 7 · 2021: 21 · 2020: 8 · 2019: 11 · 2018: 8 · 2017: 12 · 2016: 4 · 2015: 11 · 2013: 2
FWCI: 13.36
Type: journal article
Language: en
Open access: closed
Locations: Developmental Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: National Institute of Mental Health (K01MH076237)
Topics: Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Psychology › Social Psychology › Death Anxiety and Social Exclusion
Keywords: middle school transition, peer exclusion, physical victimization, diathesis-stress model, peer relationships, elementary school, adolescent development
MeSH terms: Aggression, Anxiety, Child, Child Development, Emotions, Female, Humans, Life Change Events, Longitudinal Studies, Male, Models, Psychological, Peer Group, Schools, Social Behavior, Social Isolation, Social Support, Stress, Psychological

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Anxious solitude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories.

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