Ken J. Rotenberg

Trajectories of loneliness during childhood and adolescence: Predictors and health outcomes

The present study employed latent growth mixture modeling to discern distinct trajectories of loneliness using data collected at 2-year intervals from age 7-17 years (N = 586) and examine whether measures taken at age 5 years were good predictors of group membership. Four loneliness trajectory classes were identified: (1) low stable (37% of the sample), (2) moderate decliners (23%), (3) moderate increasers (18%), and (4) relatively high stable (22%). Predictors at age 5 years for the high stable trajectory were low trust beliefs, low trusting, low peer acceptance, parent reported negative reactivity, an internalizing attribution style, low self-worth, and passivity during observed play. The model also included outcome variables. We found that both the high stable and moderate increasing trajectories were associated with depressive symptoms, a higher frequency of visits to the doctor, and lower perceived general health at age 17. We discuss implications of findings for future empirical work.

The Relation Between Trust Beliefs and Loneliness During Early Childhood, Middle Childhood, and Adulthood

Four studies examined the relation between trust and loneliness. Studies 1, 2, and 3 showed that trust beliefs negatively predicted changes in loneliness during early childhood (5—7 years), middle childhood (9—11 years), and young adulthood (18—21 years). Structural equation modeling yielded support for the hypothesis that the relation between trust beliefs and loneliness was mediated, in part, by social disengagement, which varied by age and gender. Study 4 showed that when young adults were primed for distrust rather than for trust cognitions, they showed greater withdrawal (loneliness) affect, lower willingness to disclose, and less perceived success in achieving rapport. The findings yielded support for the hypotheses that (a) low trust beliefs promote loneliness from childhood to adulthood and (b) social disengagement and cognitive schema mechanisms account for the relation.

Same-sex patterns and sex differences in the trust-value basis of children's friendship

Thirty-six children in fourth grade were required (a) to report the secret-sharing, secret-keeping, promise-making, and promise-keeping behaviors of classroom peers; and (b) to judge those classmates on trust and friendship. Teachers provided observations of the childrens friendship interaction. Same-sex patterns were found in observed friendship, friendship ratings, trust, secrets shared, proportion of secrets kept, and promises made. These were less frequent/lower for opposite-sex peers than for same-sex peers. As expected, males tended to share fewer secrets with same-sex peers than did females. The expected associations were found among proportion of secrets kept, proportion of promises kept, trust, and rated or observed friendship in females but with one exception in males. The findings supported the conclusion that same-sex friendship patterns are maintained by same-sex trust patterns through (a) infrequent secret sharing with opposite-sex peers and (b) the perception that opposite-sex peers break secrets more frequently than same-sex peers. The findings also supported the conclusion that there are some sex differences in the intimacy/trust basis of friendship.

Interpersonal trust during childhood and adolescence

has been regarded as a crucial aspect of human functioning. Basic levels of interpersonal trust among people were believed to be necessary for the survival of society and the development of successful psychosocial functioning. Some research has shown that interpersonal trust is linked to physical health, cognitive functioning, and social functioning (including close relationships) across development. This book presents the current research in the growing field of interpersonal trust during childhood and adolescence (up to the onset of adulthood). It deals with the extent to which children and adolescents demonstrate the multiple facets of trust and trustworthiness, and how these multiple facets affect their social relationships with a wide range of social contacts: parents, peers, and social groups. It will be of interest to developmental, social, educational, and clinical psychologists.

Developmental Differences in the Understanding of and Reaction to Others' Inhibition of Emotional Expression.

In Study 1,160 individuals from kindergarten (kd), 3rd, 6th, 9th, and college grades were presented story protagonists who facially expressed or did not express sadness/fear when encountering events that likely caused (relevant-inhibitory cause) or did not cause (irrelevant cause) the inhibition of the expression of emotion. In Study 2, 108 kd, 3rd-, and 6th-grade children viewed peers engaging in real interactions similar to the stories. In both studies, kindergartners judged that relevant-inhibitory causes decreased a peers emotions. Older individuals displayed an understanding of the inhibition of emotional expression by ascribing greater emotion to the peer under relevant-inhibitory than irrelevant causal conditions. In Study 2, age differences in childrens search for social information and prosocial behavior paralleled judgments of emotion.

LONELINESS AND COLLEGE ACHIEVEMENT: DO LONELINESS SCALE SCORES PREDICT COLLEGE DROP-OUT?

916 college students enrolled in two consecutive years of introductory psychology (1989 and 1990) were administered the Revised UCLA Loneliness Scale at the beginning of the academic year. When controlling for the number of students who withdrew because their grades were poor, loneliness scale scores predicted college dropout for men from the 1989 group and for men and women from the 1990 group. The potential of loneliness, as a state and a trait, as a predictor of dropping out of college was discussed.

Dietary restraint, attributional styles for eating, and preloading effects.

A total of 319 undergraduates completed the Restraint Scale and an Eating Attributional Style Questionnaire (EASQ). Subsequently, 101 female students participated in the classic preloading experiment. The results indicated that restrained eating was associated with an external locus of control attribution style, particularly for indulgent food consumption (ELCifc). Partial preloading effects for Restraint were found: The amount consumed increased as a function of Restraint in the preload condition. A more complete pattern of preloading was found for the ELCifc attribution style. In addition, the relationship between Restraint and food consumed in the preload condition was no longer significant with the ELCifc attribution style partialled out. The findings supported the hypotheses that: (a) restrained eaters display an external attribution style of learned helplessness and (b) related cognitions serve as a cause of preloading effects.

Causes, Intensity, Motives, and Consequences of Children's Anger from Self-Reports

Abstract Children from first, third, fifth, and seventh grades were asked to describe incidents in which they were angry. The children were asked to indicate for each incident why they were angry, their intensity of anger, their motives for anger, and how they behaved when angry. Analyses showed that there were similar causes and intensities of anger across the different-aged children. Sibling and physical assault were most frequent, and parents and verbal insult were less frequent causes of anger. There was evidence that children of all ages were angered by intentional as opposed to accidental provocation. It was found that the frequency of motives for anger increased with age, with the increase most clearly evident in the constructive motive of making others see ones point of view. Age differences were found in the consequences of anger: Physical assault decreased with age, verbal insult increased with age, and indirect retaliation increased with age. Broadly, there was a shift with age in the conseque...

Sex Differences in Children's Trust in Peers.

Children in kindergarten, second, and fourth grades were required to judge how much they trusted each of their peers (classmates). A same sex pattern of peer trust was found; boys trusted boys more than they trusted girls, and girls trusted girls more than they trusted boys. This pattern of peer trust was evident in fourth- and second-grade children but not in kindergarten children. It was proposed that the same sex pattern of trust serves to reinforce and maintain the same sex pattern of peer relationships in children.

A Short Form of the Teacher Rating Scale of School Adjustment.

A total of 278 children at Time 1 (144 male and 134 female) from School Years 1 and 2 in the United Kingdom serve as participants. The children complete self-rated scales of school adjustment, and their teachers complete the Teacher Rating Scale of School Adjustment (TRSSA) twice across a 1-year period. At Time 1, childrens performance on Standardized Achievement Tests are available for children in School Year 2. An exploratory factor analysis of the TRSSA at Time 1 yielded a viable short form of the scale composed of three associated factors (On-Task Classroom Involvement, Positive Orientation, and Maturity). Confirmatory factor analyses of the Short Form TRSSA yield evidence for these three factors at Time 2. The Short Form TRSSA demonstrates acceptable internal consistency and stability across time. As evidence for validity of the scale, the Short Form TRSSA is associated with childrens self-reported school adjustment and academic performance.