Parent and Peer Links to Trajectories of Anxious Withdrawal From Grades 5 to 8

Cathryn Booth-LaForce, Wonjung Oh, Amy E. Kennedy, Kenneth H. Rubin, Linda Rose-Krasnor, Brett Laursen

Research output: Contribution to journalArticle

32 Scopus citations

Abstract

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of both parent-child relationship and peer difficulties in increasing the adjustment risk among youth who are anxiously withdrawn prior to the middle-school transition.

Original languageEnglish
Pages (from-to)138-149
Number of pages12
JournalJournal of Clinical Child and Adolescent Psychology
Volume41
Issue number2
DOIs
StatePublished - Mar 2012

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