Robert J. Coplan

Do you want to play? Distinguishing between conflicted shyness and social disinterest in early childhood

This study attempted to distinguish two types of social withdrawal in early childhood: (a) one based on social fear and anxiety despite a desire to interact socially (conflicted shyness) and (b) one based on the lack of a strong motivation to engage in social interaction (social disinterest). Two samples of preschoolers (n = 119 and n = 127) 3-5 years of age participated. Their mothers completed the newly developed Child Social Preference Scale, which was designed to assess conflicted shyness and social disinterest. Maternal ratings of child temperament, parenting style, and social goals, teacher ratings of child social adjustment, observations of child free-play behaviors, and child interview assessments of perceived competence and preference for playing with peers were also collected. Distinct patterns of associations were found between conflicted shyness and social disinterest and outcome variables. Implications for the motivational underpinnings and adjustment outcomes of shyness and social disinterest are explored.

Exploring and assessing nonsocial play in the preschool: The development and validation of the preschool play behavior scale

Recently, researchers have investigated the different structural forms of young children’s nonsocial play behaviors. The primary goal of this research was to develop and validate the Preschool Play Behavior Scale (PPBS), a teacher rating scale designed to assess the multiple forms of young children’s solitary behaviors. In this regard, two studies were conducted. In Study 1, 39 preschool children were observed, and their social and nonsocial behaviors recorded over a three month period. Teachers then completed the PPBS. Results supported the construct validity of the PPBS; teacher-rated and observed nonsocial and social behaviors were significantly associated in predicted ways. In Study 2, parental (e.g., demographic, child temperament) and teacher (e.g., PPBS, child behavior problems) ratings were collected for 337 preschoolers. Results established the psychometric properties of the PPBS (e.g., inter-rater reliability, factor structure, internal consistency, and convergent validity).

When Girls versus Boys Play Alone: Nonsocial Play and Adjustment in Kindergarten.

The goal of the present study was to examine the relations between different forms of childrens nonsocial play behaviors and adjustment in kindergarten. The participants in this study were 77 kindergarten children (38 boys, 39 girls; mean age = 66.16 months, SD = 4.11 months). Mothers completed ratings of child shyness and emotion dysregulation. Childrens nonsocial play behaviors (reticent, solitary-passive. solitary active) were observed during free play. In addition, teachers rated child behavior problems (internalizing and externalizing) and social competence; academic achievement was assessed through child interviews. Results from regression analyses revealed that different types of nonsocial play were differentially associated with child characteristics and indices of adjustment. For some forms of nonsocial play, the nature of these associations differed significantly for boys and girls.

Shyness, teacher–child relationships, and socio-emotional adjustment in grade 1

The goal of the present study was to explore the moderating role of teacher—child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (Mage = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child’s shyness. In January/February teachers completed the Student—Teacher Relationship Scale (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher—child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher—child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher—child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher—child relationships in shy children’s adjustment. Results are discussed in terms of the contributions of teachers to young shy children’s school adjustment.

Come out and Play : Shyness in Childhood and the Benefits of Organized Sports Participation

The purpose of the current study was to examine the role of organised sport participation as a moderator of the links between shyness and psychosocial maladjustment in childhood. Participants at Time 1 were 355 elementary schoolchildren (M age = 10.1 years, SD = 0.6); at Time 2, 1 year later, 201 children (56%) were retained. At both time points, children completed self-report assessments of their shyness and aggression, sport participation, and psychosocial adjustment. Parents also rated childrens social skills. Overall, results indicated that sport participation was positively related to indices of positive adjustment (e.g., social skills, self-esteem). In contrast, shyness was associated with social skill deficiencies and internalizing problems. However, some evidence was also found to suggest that sport participation plays a unique protective role for shy children. Shy children who participated in sport over time reported a significant decrease in anxiety. Results are discussed in terms of the role of sport as a social context to enhance shy childrens peer relations.

Alone is a crowd: social motivations, social withdrawal, and socioemotional functioning in later childhood.

The primary goals of this study were to test a conceptual model linking social approach and avoidance motivations, socially withdrawn behaviors, and peer difficulties in later childhood and to compare the socioemotional functioning of different subtypes of withdrawn children (shy, unsociable, avoidant). Participants were 367 children, aged 9-12 years. Measures included assessments of social motivations (i.e., self-reported shyness and preference for solitude) and social withdrawal (observations of solitary behaviors in the schoolyard and self-reports of solitary activities outside of school), as well as self- and parent-reported peer difficulties and internalizing problems. Among the results, both shyness and preference for solitude were associated with socially withdrawn behaviors, which in turn predicted peer difficulties. However, only shyness (but not preference for solitude) also displayed a direct path to peer difficulties. As well, results from person-oriented analyses indicated that different subtypes of socially withdrawn children displayed decidedly different profiles with regard to indices of internalizing problems. For example, whereas unsociable children did not differ from their nonwithdrawn peers on indices of internalizing problems, socially avoidant (i.e., high in both shyness and unsociability) children reported the most pervasive socioemotional difficulties. Findings are discussed in terms of the implications of different forms of social withdrawal for socioemotional functioning in later childhood.

Talking Yourself Out of Being Shy: Shyness, Expressive Vocabulary, and Socioemotional Adjustment in Preschool

The goal of the present study was to explore the role of expressive vocabulary as a moderator in the relation between shyness and maladjustment in early childhood. Participants were 82 preschool children (39 males, 43 females). Mothers rated childrens shyness at the start of the preschool year. Children were interviewed individually to assess expressive vocabulary and self-perceptions. Near the end of the school year, teachers completed ratings of child adjustment. No significant relation was found between shyness and expressive vocabulary. However, shyness and expressive vocabulary were found to interact in the prediction of indices of maladjustment. Specifically, increased expressive vocabulary appeared to act as a buffer against certain negative outcomes related to shyness. Implications are discussed in terms of the possible effect of social context on shy childrens performance on formal language assessments, as well as the potential role of verbal abilities in the coping skills of shy children.

The role of child temperament as a predictor of early literacy and numeracy skills in preschoolers

Abstract A study was performed to explore the role of temperament as a predictor of early literacy and numeracy skills in preschoolers. The participants in this study were 94 children (46 males, 48 females) enrolled in half-day junior kindergarten (M age = 51.52, SD = 3.25 mos.). Parents completed the Colorado Child Temperament Inventory ( CCTI , Buss and Plomin 1984 , Plomin and Rowe 1977 ). Child interviews were conducted, and vocabulary, concepts about print, counting, and numeracy skills were assessed. Results from hierarchical regression analyses revealed that temperament contributed uniquely to the explanation of literacy and numeracy skills over and above well-established indicators of a child’s academic achievement (i.e., parental education, gender, vocabulary). Results are discussed in terms of educational and developmental implications.

Characteristics of Preschoolers with Lower Perceived Competence.

The goal of the present study was to identify preschool children with “age-inappropriate” less positive self-perceptions, and to explore their parental and peer relationships as compared to their classmates with “age normal” self-perceptions. Participants were n = 127 preschool children (Mage = 54.98 mos., SD = 8.21). Data were collected from multiple sources including parental ratings, child self-reports, and teacher ratings. Results indicated that as compared to their peers, children with less positive self-perceptions demonstrated more internalizing problems (i.e., loneliness, social-withdrawal), were more excluded by peers, and had mothers with less positive parenting styles. Results are discussed in terms of the implications of poorer self-perceptions in early childhood.

Conceptual Relations between Anxiety Disorder and Fearful Temperament.

Fearful temperaments have been identified as a major risk factor for anxiety disorders. However, descriptions of fearful temperament and several forms of anxiety disorder show strong similarities. This raises the question whether these terms may simply refer to different aspects of the same underlying construct. The current review examines evidence for the overlap and distinction between these constructs. Although strong conclusions cannot be drawn from the extant literature, the bulk of the evidence appears to support a distinction between them.