Anxious Solitude and Peer Exclusion: A Diathesis–Stress Model of Internalizing Trajectories in Childhood
Abstract
A diathesis–stress model was proposed in which the joint forces of individual vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer exclusion, and emotional adjustment were assessed at kindergarten entry and every spring thereafter through 4th grade, primarily by teacher report. Results indicated that anxious solitude and peer exclusion co–occur in children soon after kindergarten entry and that anxious solitary children who are excluded early on, in comparison with their nonexcluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude. As hypothesized, the joint influence of anxious solitude and exclusion predicted the most elevated depressive symptom trajectories.
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AS is an affective-behavioral profile that often emerges early in development and is relatively stable across middle childhood and adolescence for many AS young people.
“present evidence for relative stability in AS on average from 3rd grade onwards is consistent with concep -tualization and evidence for AS as an affective-behavioral profile that often emerges early in development and is rela -tively stable across middle childhood and adolescence for many AS young people [16, 18].”
The decrease in AS from fall to spring of 6th grade seen only in boys with initially heightened SAS after the transition may have occurred because boys tend to be more excluded prior to the transition and therefore may have perceived a greater improvement in peer exclusion after it.
“This effect may have occurred for AS boys but not girls because they tend to be more excluded prior to the MST [18, 19, 48 ] and therefore might have perceived a greater improvement in peer exclusion after the MST.”
Boys tend to be more excluded by peers prior to the middle school transition than girls.
“they tend to be more excluded prior to the MST [18, 19, 48 ]”
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Self-citation
- Authors
- Gazelle, H., & Ladd, G. W.
- Affiliations
- Duke University (US)
- Arizona State University (US)
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-02-01
- Volume
- 74
- Issue
- 1
- Pages
- 257-278
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2142442068
- Cited by
- 642
- References
- 2
- Citations by year
- 2026: 16 · 2025: 18 · 2024: 12 · 2023: 19 · 2022: 31 · 2021: 35 · 2020: 23 · 2019: 33 · 2018: 24 · 2017: 46 · 2016: 39 · 2015: 49 · 2014: 45 · 2013: 48 · 2012: 42
- FWCI
- 13.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (R01MH049223, 1-R01MH-49223, 2-R01MH-49223)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- peer exclusion, diathesis-stress model, internalizing problems, depressive symptoms, childhood, developmental trajectories, emotional adjustment, social behavior, teacher ratings, kindergarten entry
- MeSH terms
- Affect, Anxiety, Child, Child Behavior, Psychology, Child, Child, Preschool, Female, Follow-Up Studies, Humans, Interpersonal Relations, Loneliness, Male, Models, Psychological, Peer Group, Social Adjustment, Time Factors
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