{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79659"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79659","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Anxious Solitude and Peer Exclusion: Evidence for a Diathesis-Stress Model of Internalizing Trajectories in Childhood","abstract":"A diathesis-stress model is proposed in which the joint forces of personal vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer relations, and emotional adjustment were assessed by teacher-report and rejection was assessed by peer-report at school entry in kindergarten and every spring thereafter through 4 th grade. Results indicate that anxious solitude and peer exclusion co-occur in children soon after kindergarten entry, and that anxious solitary children who are excluded early on, in comparison to their non-excluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude. As hypothesized, the joint influence of anxious solitude and exclusion predicts the most elevated depressive symptom trajectories. Furthermore, results lend empirical support to the distinction between attitudinal peer rejection and overt peer exclusion, and suggest that there may be greater interpersonal consequences of anxious solitude for boys than girls.","abstract_html":"A diathesis-stress model is proposed in which the joint forces of personal vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer relations, and emotional adjustment were assessed by teacher-report and rejection was assessed by peer-report at school entry in kindergarten and every spring thereafter through 4 th grade. Results indicate that anxious solitude and peer exclusion co-occur in children soon after kindergarten entry, and that anxious solitary children who are excluded early on, in comparison to their non-excluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude. As hypothesized, the joint influence of anxious solitude and exclusion predicts the most elevated depressive symptom trajectories. Furthermore, results lend empirical support to the distinction between attitudinal peer rejection and overt peer exclusion, and suggest that there may be greater interpersonal consequences of anxious solitude for boys than girls.","abstract_has_math":false,"creators":["Gazelle, Heidi"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ladd, Gary W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:52:50Z","date_published":"2015-09-25T19:52:50Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Psychology, Developmental"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3044094"],"render_values":[{"text":"(MiAaPQ)AAI3044094","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79659","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ladd, Gary W."]},{"key":"dc:creator","label":"Author","values":["Gazelle, Heidi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:52:50Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Developmental"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79659","(MiAaPQ)AAI3044094"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A diathesis-stress model is proposed in which the joint forces of personal vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer relations, and emotional adjustment were assessed by teacher-report and rejection was assessed by peer-report at school entry in kindergarten and every spring thereafter through 4 th grade. Results indicate that anxious solitude and peer exclusion co-occur in children soon after kindergarten entry, and that anxious solitary children who are excluded early on, in comparison to their non-excluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude. As hypothesized, the joint influence of anxious solitude and exclusion predicts the most elevated depressive symptom trajectories. Furthermore, results lend empirical support to the distinction between attitudinal peer rejection and overt peer exclusion, and suggest that there may be greater interpersonal consequences of anxious solitude for boys than girls.","Made available in DSpace on 2015-09-25T19:52:50Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044094.pdf: 2694628 bytes, checksum: e3592d4ed3c0a47a07d0f0b2be330d24 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80941 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","53 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."]},{"key":"dc:title","label":"Title","values":["Anxious Solitude and Peer Exclusion: Evidence for a Diathesis-Stress Model of Internalizing Trajectories in Childhood"]}]}],"canonical_facts":{"dc:contributor":["Ladd, Gary W."],"dc:creator":["Gazelle, Heidi"],"dc:date":["2015-09-25T19:52:50Z","10000-01-01","2002"],"dc:description":["A diathesis-stress model is proposed in which the joint forces of personal vulnerability (anxious solitude) and interpersonal adversity (peer exclusion) predict depressive symptoms in children over time. Children's (N = 388; 50% female) social behavior, peer relations, and emotional adjustment were assessed by teacher-report and rejection was assessed by peer-report at school entry in kindergarten and every spring thereafter through 4 th grade. Results indicate that anxious solitude and peer exclusion co-occur in children soon after kindergarten entry, and that anxious solitary children who are excluded early on, in comparison to their non-excluded anxious solitary counterparts, display greater stability in their subsequent display of anxious solitude. As hypothesized, the joint influence of anxious solitude and exclusion predicts the most elevated depressive symptom trajectories. Furthermore, results lend empirical support to the distinction between attitudinal peer rejection and overt peer exclusion, and suggest that there may be greater interpersonal consequences of anxious solitude for boys than girls.","Made available in DSpace on 2015-09-25T19:52:50Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044094.pdf: 2694628 bytes, checksum: e3592d4ed3c0a47a07d0f0b2be330d24 (MD5) Previous issue date: 2002","Embargo set by: Seth Robbins for item 80941 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","53 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002."],"dc:identifier":["http://hdl.handle.net/2142/79659","(MiAaPQ)AAI3044094"],"dc:language":["eng"],"dc:subject":["Psychology, Developmental"],"dc:title":["Anxious Solitude and Peer Exclusion: Evidence for a Diathesis-Stress Model of Internalizing Trajectories in Childhood"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}