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01-04-2015 | Uitgave 3/2015

Journal of Abnormal Child Psychology 3/2015

Kindergarteners’ Self-Reported Social Inhibition and Observed Social Reticence: Moderation by Adult-Reported Social Inhibition and Social Anxiety Disorder Symptoms

Tijdschrift:
Journal of Abnormal Child Psychology > Uitgave 3/2015
Auteurs:
Elizabeth J. Kiel, Kristin A. Buss, Joseph G. Molitor
Belangrijke opmerkingen
The project from which these data were derived was supported by a National Research Service Award from the National Institute of Mental Health (F31 MH077385) granted to Elizabeth Kiel, and a grant to Kristin Buss from the National Institute of Mental Health (R01 MH075750). We reported a portion of these results at the annual conference for the Association for Behavioral and Cognitive Therapies in New York, NY (November, 2009). We express our appreciation to the families and toddlers who participated in this project.

Abstract

Prevention of later anxiety problems would best be accomplished by identifying at-risk children early in development. For example, children who develop Social Anxiety Disorder (SAD) may show social withdrawal in the form of social inhibition (i.e., shyness with unfamiliar adults and peers) at school entry. Although the use of children’s perceptions of their own social inhibition would provide insight into early risk, the utility of young children’s self-reports remains unclear. The current study examined whether children deemed more extreme on social inhibition or social anxiety by adult report provided self-report of social inhibition that related to observed social reticence in the laboratory. Participants included 85 kindergarten children (36 female, 49 male), their parents, and their teachers. Moderation analyses revealed that children’s self-reported social inhibition related significantly to observed social reticence under the conditions of high parent-reported social inhibition, high teacher-reported social inhibition, and high SAD symptoms. These results suggest that the most inhibited children are aware of their behavior and can report it in a meaningfully way as young as kindergarten age.

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