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 - Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
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of both parent-child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.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of both parent-child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.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
VL - 41
SP - 138
EP - 149
JO - Journal of Clinical Child and Adolescent Psychology
JF - Journal of Clinical Child and Adolescent Psychology
SN - 1537-4416
IS - 2
ER -