TY - JOUR
T1 - Parent and Peer Links to Trajectories of Anxious Withdrawal From Grades 5 to 8
AU - Booth-LaForce, Cathryn
AU - Oh, Wonjung
AU - Kennedy, Amy E.
AU - Rubin, Kenneth H.
AU - Rose-Krasnor, Linda
AU - Laursen, Brett
N1 - Funding Information:
This research was supported by Grant MH58116 from the National Institute of Mental Health, NIH. We thank the children, parents, and teachers who participated in the study, as well as Ebony Dashiell Aje, Julie Bowker, Alli Buskirk, Kathleen Dwyer, Bridget Fredstrom, Sue Hartman, Angel Kim, Sarrit Kovacs, and Alissa Wigdor, who assisted in data collection and input, and Gregory R. Hancock and Jaewha Choi who provided advice about statistical modeling.
PY - 2012/3
Y1 - 2012/3
N2 - Individual differences in trajectories of anxious withdrawal were examined from Grades 5 to 8 across the transition to middle school in a community sample (N = 283), using General Growth Mixture Modeling. Three distinct pathways of anxious withdrawal were identified: low-stable (78%), high-decreasing (12%), and high-increasing (10%). In Grade 6, relative to the low-stable class, greater peer exclusion and more free time spent with mother predicted membership in the high-decreasing class; higher peer exclusion predicted membership in the high-increasing class. Within the high-increasing class, the growth of anxious withdrawal was predicted by lower parental autonomy-granting, less free time with mother, both nurturing and restrictive parenting, and greater peer exclusion. Results highlight the role of both parent-child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.
AB - Individual differences in trajectories of anxious withdrawal were examined from Grades 5 to 8 across the transition to middle school in a community sample (N = 283), using General Growth Mixture Modeling. Three distinct pathways of anxious withdrawal were identified: low-stable (78%), high-decreasing (12%), and high-increasing (10%). In Grade 6, relative to the low-stable class, greater peer exclusion and more free time spent with mother predicted membership in the high-decreasing class; higher peer exclusion predicted membership in the high-increasing class. Within the high-increasing class, the growth of anxious withdrawal was predicted by lower parental autonomy-granting, less free time with mother, both nurturing and restrictive parenting, and greater peer exclusion. Results highlight the role of both parent-child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.
UR - http://www.scopus.com/inward/record.url?scp=84859480744&partnerID=8YFLogxK
U2 - 10.1080/15374416.2012.651995
DO - 10.1080/15374416.2012.651995
M3 - Article
C2 - 22417188
AN - SCOPUS:84859480744
SN - 1537-4416
VL - 41
SP - 138
EP - 149
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
IS - 2
ER -