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About this paper symposium
| Panel information |
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| Panel 23. Social, Emotional, Personality |
| Paper #1 | |
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| Socially Withdrawn Behaviors and Social Withdrawal Motivations: A Systematic Review | |
| Author information | Role |
| Julie C. Bowker, Ph.D., University of Buffalo, United States | Presenting author |
| Kenneth H. Rubin, University of Maryland, College Park, United States | Non-presenting author |
| Mariam I. Shafik, University of Buffalo, United States | Non-presenting author |
| Abstract | |
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It is well established that social withdrawal, the behavioral tendency to remove oneself from peers, is associated concurrently and predictively with psychosocial difficulties during childhood, adolescence, and young adulthood (Rubin et al., 2009). There is also now growing evidence suggesting that different reasons or motivations for social withdrawal (i.e., shyness, unsociability, avoidance motivations) help to explain variability in psychosocial difficulties (Coplan & Bowker, 2021). This latter work has led to conclusions that different motivations for social withdrawal reflect various “subtypes” of socially withdrawn behavior (e.g., Bowker et al., 2017; Zhu et al., 2023). Most of this motivational work, however, has failed to include assessments of socially withdrawn behavior. As a result, it is unclear if there is sufficient evidence to support these claims. In the present study, we address this research gap with a pre-registered systematic review of the extant literature on social withdrawal motivations as it relates with socially withdrawn behavior (in general) and specific forms of socially withdrawn behavior displayed in the company of peers (e.g., reticence, solitary constructive activity). In this review, we examined the relevant literature published between 1970 and August 2024, including every study that used separate assessments of social withdrawal motivations and socially withdrawn behavior. The procedures, and the reporting of them, were performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (Liberati et al., 2009; Moher et al., 2015). After searching PubMed, Google Scholar, and Psych Info/Articles electronic databases as well as reference lists, Google, and ProQuest, we identified 387 abstracts that matched search criteria. Abstract screening and full-text reviews resulted in the inclusion of 16 publications that involved 4577 participants (Mage = 6.31 years). Participants in the reviewed studies were from six countries, with the greatest proportion being from Canada, followed by China, USA, Turkey, Malaysia, and Italy. Most studies (n = 11) relied on teacher-reports of socially withdrawn behaviors, but five studies included observations of socially withdrawn behavior, and three studies included peer-reports. There was also some variability in the assessment of motivation, with several utilizing self-report assessments (n = 6) and/or maternal-report assessments (n = 11). Quantitative meta-analysis could not be performed due to the small number of studies included in the final review sample. Thus, a descriptive analysis and synthesis was performed, focusing on the connections between (1) motivations for social withdrawal and socially withdrawn behaviors (in general), and (2) social withdrawal motivations and specific types of socially withdrawn behaviors. Across studies, there was little evidence to support the notion that the social withdrawal motivations were associated, in any meaningful way, with the behavioral display of solitude in the peer group, in general. There was no evidence linking specific motivations to specific forms of socially withdrawn behavior. Thus, at this time, there is virtually no evidence to support the popular contention that social withdrawal motivations (e.g., shyness, unsociability) represent “subtypes” of socially withdrawn behavior. Implications will be discussed along with future research directions to advance the literature on both social withdrawal motivations and behavior. |
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| Paper #2 | |
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| Associations of different types of shyness with depression and aggression in Canadian and Chinese Children | |
| Author information | Role |
| Xiaoxue Kong, University of Northern British Columbia, Canada | Presenting author |
| Christina A. Brook, McMaster University, Canada | Non-presenting author |
| Tong Zhou, Shanghai Normal University, China | Non-presenting author |
| Junsheng Liu, East China Normal University, China | Non-presenting author |
| Louis A. Schmidt, McMaster University, China | Non-presenting author |
| Abstract | |
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Shyness is a complex personality trait that manifests differently across cultural contexts. Previous research has predominantly conceptualized shyness as a unitary dimension often termed "anxious shyness," which is characterized by temperamental social fear and avoidance. This study broadens the scope of shyness by exploring two distinct subtypes of shyness—anxious shyness and regulated shyness—within Canadian and Chinese cultural contexts. In the present study, we investigated whether these subtypes were present in both cultures, and if so, how they related to internalizing (e.g., depression) and externalizing (e.g., physical aggression) behaviors. Participants included children aged 8-10 years from Canada (n = 149; 46.3% male) and China (n = 145; 53.8% male). We used the Chinese Shyness Scale (CSS) to measure the two subtypes of shyness, anxious shyness and regulated shyness; depressive symptoms were assessed using the Children's Depression Inventory-Short Form (CDI-S); and physical aggression was measured using the Buss-Perry Aggression Questionnaire (BPAQ). The results indicated that country moderated the relations between regulated shyness and both depression and physical aggression. Specifically, in the Canadian context, regulated shyness was negatively associated with both depression and physical aggression (see Figure 1a and 1b, respectively), potentially reflecting the adaptive social regulation behaviors that this subtype of shyness entails in the Canadian context. This finding contrasts with the Chinese context, where regulated shyness did not exhibit the same effects, likely reflecting broader societal expectations that are culturally driven, making it perhaps relatively less associated with problem behaviors in the Chinese context. In contrast, the results revealed that country did not moderate the relation between anxious shyness and either depression or physical aggression (see Figures 2a and 2b, respectively), suggesting that the relation, if any, between anxious shyness and behavioral problems may be similar across cultures. These findings indicate the importance of considering cultural context when examining different types of social withdrawal like individual differences in shyness and their psychological consequences. The study provides novel insights into how shyness subtypes interact with cultural norms to influence children's social and emotional development. This research also contributes to a more nuanced understanding of shyness, highlighting the need for culturally sensitive approaches in both research and applied settings. These findings have important implications for developmental psychologists, educators, and clinicians working in multicultural environments, emphasizing the need to tailor interventions and support to align with cultural values and norms. Future research should continue to explore the complex interplay between culture and personality, particularly in the context of other potentially adaptive or maladaptive traits. |
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| Paper #3 | |
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| Goodness-of-Fit among Shy Chinese-American Children: Does Maternal Emotion or Behavior Matter More for Social Reticence? | |
| Author information | Role |
| Li-Wen Wu, University of Maryland, Baltimore County, United States | Presenting author |
| Charissa S. L. Cheah, University of Maryland, Baltimore County, United States | Non-presenting author |
| Yao Sun, University of Maryland, Baltimore County, United States | Non-presenting author |
| Abstract | |
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Temperamental shyness is a biologically based disposition characterized by children’s fearful and anxious reactions to novelty and unfamiliar people (Fox et al., 2005), and is thought to be a risk factor for socially reticent behavior (Hane et al., 2008). Children’s social reticence, demonstrated by onlooking and unoccupied behaviors in social contexts, is linked to adjustment difficulties, including social anxiety in adolescence (Clarkson et al., 2019). However, contextual factors may influence this association between temperamental shyness and negative developmental outcomes (Coplan et al., 2008). The goodness-of-fit theory (Thomas & Chess, 1977) emphasizes the compatibility between child characteristics (e.g., temperament) and their environment (e.g., parenting and cultural contexts) in child development. We explored whether observed maternal parenting—comprising both emotional and behavioral responses— moderates shy children’s developmental outcomes. Intrusive parenting behavior has been found to exacerbate the risk of social reticence in shy White, European-heritage families (Rubin et al., 2010). However, less is known about the moderating role of maternal emotions, particularly among Chinese American families, who navigate both independent and interdependent cultures (Balkaya et al., 2018). The present study aimed to: (1) examine the association between Chinese American preschool-aged children’s temperamental shyness and display of social reticence in the classroom setting 6 months later, and (2) explore the moderating role of mothers’ observed negative affect and intrusive behaviors in this association. Participants included 136 Chinese American children (47.3% girls; M=4.62 years, SD=0.87) and their mothers. Mothers (M=37.48 years, SD=4.59) reported on children’s temperamental shyness (Wave 1). Maternal hostile and anxious emotions and intrusive behaviors were observed during structured mother-child interactions (Wave 1). Teachers reported children’s display of socially reticent behaviors at Wave 1 and six months later at Wave 2. The results revealed that after controlling for children's baseline social reticence, shyness was associated with children’s later display of socially reticent behavior (r(81) = .363, p < .001). Moreover, maternal negative emotions (B=32.49, β=.28, p=.014), but not intrusive behaviors (B=-.42, β=-.11, p=.331), moderated the association between children’s temperamental shyness and social reticence. Specifically, temperamental shyness predicted social reticence at mean and high levels of maternal negative emotion, but not at low levels (Figure 1). For temperamentally shy children, mothers’ negative emotions exacerbated their tendencies toward engaging in socially reticent behaviors among peers. Maternal negative emotions convey rejection and create an environment that heightens anxiety, thereby, inhibiting shy children’s willingness to engage in social interactions (Eisenberg et al., 2001). Conversely, maternal intrusive behaviors did not significantly exacerbate the association between Chinese American children’s temperamental shyness and social reticence, contradicting research findings on White, European-heritage families (Chronis-Tuscano et al., 2018). Controlling behaviors without negative emotions may be interpreted as maternal care rather than hostility, reflecting Confucian cultural values emphasizing family guidance and cohesion (Chao, 1994). These findings underscore the importance of culturally tailored parenting interventions that promote the fit between both parental emotions and behaviors and shy temperament among Chinese American children, which can facilitate their positive development. |
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| Paper #4 | |
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| Psychological Control Predicts Maladjustment when Shy or Unsociable Behaviors Occur with Familiar or Unfamiliar Peers | |
| Author information | Role |
| Dr. Paul David Hastings, Ph.D., University of California, Davis, United States | Presenting author |
| Vincent A. Chávez, University of California, Davis, United States | Non-presenting author |
| Rashmi D. Risbud, University of California, Davis, United States | Non-presenting author |
| Abstract | |
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Social withdrawal (SW) is associated with psychosocial difficulties. SW stemming from social disinterest may confer fewer risks than SW due to shyness. In preschoolers, watching others play without playing oneself (onlooker/unoccupied; OU) is thought to reflect shyness, whereas playing alone in the company of others (solitary play, SP) suggests disinterest. Yet, the implications of OU and SP may vary depending on context, such as familiarity of peers. Whereas OU may reflect poorly-regulated shyness across contexts, SP with unfamiliar peers may reflect better self-regulation. Further, parental socialization shapes the developmental sequelae of SW. Psychological control increases the likelihood of poor adjustment for children prone to SW, but whether this is equally true for OU versus SP is unknown. In this study, 133 (54% female) predominantly White (74%) Canadian children (M=3.50y, SD=0.76) were observed during free play with familiar peers at preschool and unfamiliar peers in a laboratory; the proportion of time spent in OU and SP was coded in each context. Mothers reported on over-protective and critical responses to SW displays, and mothers and teachers reported on children’s psychosocial adjustment. Almost 5 years later (N=101, 57% female; M=9.07y, SD=0.81), mothers and children reported on children’s adjustment. OU and SP with more prevalent with unfamiliar than familiar peers (both t>2.00, p<.05), but there was low consistency in OU and SP across contexts (both r<.20, p<.10). Associations with adjustment are summarized in Table 1. SW with familiar peers had few direct associations with adjustment concurrently (more OU, more teacher-reported anxiety but fewer externalizing problems) or prospectively (more OU, less self-reported anxiety; more SP, lower mother-reported sociability). More OU with unfamiliar peers was concurrently associated with mother reports of more shyness and fewer externalizing problems, and teacher reports of more anxiety and less social competence, but did not predict future adjustment directly. SP with unfamiliar peers was concurrently associated with more mother-reported shyness, but prospectively associated with more mother-reported externalizing problems, and better child-reported adjustment (higher social self-esteem, more social skills, less anxiety). There were 5 direct associations of mothers’ psychological control with adjustment, 4 of which were prospective. More criticism predicted more mother-reported externalizing problems (b=.21, p<.05) and fewer child-reported social skills (b=-.38, p<.01), whereas more over-protection predicted fewer mother-reported externalizing problems (b=-.21, p<.05) and higher child-reported social self-esteem (b=.25, p<.05). Psychological control significantly moderated 11 associations of SW with adjustment, in similar ways across the indices of SW (5 for OU, 6 for SP; 6 for critical, 5 for over-protective). For example, when mothers reported more critical parenting, both higher SP with familiar peers (see Figure 1a) and higher OU with unfamiliar peers (see Figure 1b) predicted less mother-reported sociability 5 years later. Context shapes the meaning of SW. Partially supporting proposals that social disinterest confers less risk, SP with unfamiliar peers – but not familiar peers – predicted children’s more positive future self-regard. However, parental psychological control, and particularly criticism, increased the associations of all forms of SW with poorer adjustment. |
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The Many Faces of Social Withdrawal in Childhood, and Factors that Shape their Developmental Implications
Submission Type
Paper Symposium
Description
| Session Title | The Many Faces of Social Withdrawal in Childhood, and Factors that Shape their Developmental Implications |