Does it matter when we want to Be alone? Exploring developmental timing effects in the implications of unsociability

Does accumulated family risk inhibit adolescent physical activity at home? An examination with a longitudinal latent growth model

BACKGROUND

The escalating prevalence of problem behaviors among adolescents, primarily stemming from accumulated family risk has emerged as a significant concern in contemporary school and family education. This phenomenon warrants particular attention as it may directly lead to reduced physical activity levels among adolescents within their domestic settings, potentially resulting in significant long-term consequences. Grounded in ecological systems theory, this study seeks to elucidate the cumulative effects of family risk on adolescent development. Through the application of a latent growth model across three distinct observation periods, we aim to systematically examine and clarify the longitudinal development trajectories and underlying interaction mechanisms of the variables under investigation.

METHODS

A simple random cluster sampling method was utilized to select four middle schools from Sichuan Province, Guangdong Province, Hebei Province, and Beijing City as the research sites. A total of 682 primary and middle school students participated in three waves of follow-up surveys. Data were collected using validated scales, including the Accumulated Family Risk Scale and the Home Physical Activity Scale, to assess the respective constructs.

RESULTS

(1) Adolescent accumulated family risk and home physical activity exhibited relative stability over the three observation periods, and a significant negative correlation was observed between these two variables. (2) The initial levels of adolescent home physical activity and accumulated family risk were significantly negatively correlated. Furthermore, these initial levels were found to significantly predict the growth rate of accumulated family risk, with the direction of influence being negative.

CONCLUSION

The findings suggest that higher levels of physical activity and lower initial levels of accumulated family risk may serve as protective factors against the escalation of accumulated family risk levels during adolescence. These findings offer novel empirical evidence and theoretical insights for designing targeted interventions aimed at mitigating accumulated family risks among adolescents.

The significance of best friends' motivations for social withdrawal: Associations with socio-emotional adjustment in Chinese children and adolescents

This study applied the actor-partner interdependence model (APIM) to simultaneously consider whether, and how, motivations for social withdrawal among Chinese children and adolescents (actor effects) and their best friends (partner effects) uniquely contributed to indices of socio-emotional adjustment. Participants were 101 same-gender best friend dyads (46 boys, Mage = 12.17 years, SD = 1.39) in mainland China. Among the results, actor effects were found such that youths' own shyness and unsociability were related uniquely to the socio-emotional adjustment outcomes. In addition, partner effects were found such that best friend's shyness and unsociability were related uniquely to youths' social preferences and depressive symptoms. These findings highlight the important role of best friends' motivations for social withdrawal in explaining variability in Chinese youths' socio-emotional adjustment and well-being.

The Effects of Multifaceted Introversion and Sensory Processing Sensitivity on Solitude-Seeking Behavior

INTRODUCTION

The state of solitude may be desirable and beneficial particularly for individuals who are highly sensitive and introverted.

METHODS

To test these predictions, we surveyed a nationally representative US sample of 301 adults and a sample of 99 undergraduates on their levels of sensory processing sensitivity and assessed introversion with the Big Five Inventory and the multifaceted STAR Introversion Scale. Participants then reported the frequency and duration of their volitional solitude, stress levels, and subjective well-being across 10 consecutive days.

RESULTS

Results revealed that Social Introversion and sensitivity significantly predicted higher motivations for solitude, both self-determined and not. Thinking Introversion also predicted higher self-determined solitude, but BFI introversion showed no relationship with either motivation. Social Introversion and sensitivity predicted higher frequency of solitude in daily life and longer duration of solitary episodes; BFI Introversion and Restrained Introversion showed the opposite pattern for both outcomes. Finally, stress was positively associated with daily solitude frequency, and in turn, solitude frequency was negatively associated with same-day well-being; there were no interaction effects with personality traits.

DISCUSSION

These findings suggest that introversion, as measured by the STAR Introversion Scale, and sensitivity contribute significantly to solitary motivation; however, solitude appears to be sought after by people in times of stress regardless of their scores on these traits.

Person-specific priorities in solitude

OBJECTIVE

People value solitude in varying degrees. Theories and studies suggest that people's appreciation of solitude varies considerably across persons (e.g., an introverted person may value solitude more than an extraverted person), and solitude experiences (i.e., on average, people may value some functions of solitude, e.g., privacy, more than other functions, e.g., self-discovery). What are the unique contributions of these two sources?

METHOD

We surveyed a quota-based sample of 501 US residents about their perceived importance of a diverse set of 22 solitude functions.

RESULTS

Variance component analysis reveals that both sources contributed to the variability of perceived importance of solitude (person: 22%; solitude function: 15%). Crucially, individual idiosyncratic preferences (person-by-solitude function interaction) had a substantial impact (46%). Further analyses explored the role of personality traits, showing that different functions of solitude hold varying importance for different people. For example, neurotic individuals prioritize emotion regulation, introverted individuals value relaxation, and conscientious individuals find solitude important for productivity.

CONCLUSIONS

People value solitude for idiosyncratic reasons. Scientific inquiries on solitude must consider the fit between a person's characteristics and the specific functions a solitary experience affords. This research suggests that crafting or enhancing positive solitude experiences requires a personalized approach.

The Risks of Being a Wallflower: Exploring Links Between Introversion, Aspects of Solitude, and Indices of Well-Being in Adolescence

The aim of the current study was to examine the unique relations between introversion and indices of well-being while accounting for aspects of solitude (i.e., time spent alone, shyness, affinity for solitude, and negative thinking while alone). Participants were n = 1036 adolescents (15-19 years of age, M = 16.19 years, SD = 0.58; 67% girls) who completed a series of self-report measures assessing introversion, time spent alone, negative thinking while alone, motivations for solitude (shyness, affinity for solitude), and indices of well-being (i.e., loneliness, positive/negative affect, general well-being). Overall, results from correlational analyses indicated that introversion was associated with poorer functioning across all indices of well-being. However, when controlling for aspects of solitude, results from hierarchical regression analyses indicated a complex set of associations that varied across indices of well-being. Introversion remained associated significantly and negatively with well-being and positive affect, was no longer related significantly to loneliness, and became related significantly and negatively to negative affect. Findings are discussed in terms of how personality characteristics and aspects of solitude can impact the well-being of adolescents.

Developmental Trajectories of Loneliness Among Chinese Early Adolescents: The Roles of Early Peer Preference and Social Withdrawal

This study aimed to examine distinct loneliness trajectories and to explore the roles of group-level peer preference and individual-level social withdrawal (i.e., unsociability and shyness) as predictors of these trajectories. Participants were 1134 Chinese elementary school students (Mage = 10.44 years; 565 boys). Data were collected from self-reports and peer nominations. Latent class growth analysis (LCGA) was employed to identify distinct trajectories of loneliness, and multinomial logistic regression was subsequently used to examine the relationships between these trajectories and their predictors. Results showed that three loneliness trajectories were identified: high increasing, moderate decreasing, and low decreasing. Participants at baseline with higher peer preference were more likely to belong to the low decreasing trajectory subgroup rather than the other two subgroups. Furthermore, those at Time 1 with higher unsociability had lower odds of being classified into the moderate or low decreasing trajectory subgroup compared to the high increasing trajectory subgroup. Additionally, participants at baseline with higher shyness had reduced likelihoods of following the low decreasing trajectory subgroup as opposed to the other two subgroups. These results have implications for how we understand both the different subgroups of loneliness trajectories and the predictions of peer preference and social withdrawal on these trajectories in Chinese early adolescents.

The Skill of Positive Solitude Moderates the Relationship between 24 Character Strengths and Flourishing in the Second Half of Life

OBJECTIVES

Aging may challenge life and even affect individuals' wellbeing and flourishing. This includes the challenges of diminished social connections and the experience of solitude in later life while seeking to leverage personal strengths. The current study examines two important personal resources, i.e., the skill of positive solitude and the 24 character strengths, which may be associated with flourishing in old age.

METHODS

A convenience sample of 1085 community-dwelling adults (M = 57.20, SD = 6.24, range = 50-87) completed an online survey with demographic measures and scales measuring personal strengths, the skill of positive solitude, and flourishing.

RESULTS

As hypothesized, the 24 character strengths and positive solitude were each associated with flourishing, and positive solitude moderated the relationships between the 24 character strengths and flourishing. The relationship between the 24 character strengths and flourishing was stronger among participants with lower levels of positive solitude.

CONCLUSIONS

These findings highlight the way in which, despite the decrease in social relations which often characterizes old age, the skill of positive solitude serves as a valuable resource for flourishing in the later stages of life.

Longitudinal Changes in Psychosocial Adjustment Before and During the COVID-19 Pandemic for Adolescents with Differential Patterns of Solitude and Sociability

Previous research has lacked a comprehensive, longitudinal analysis of characteristics of solitude and sociability, and how they are associated with changes in psychosocial adjustment before and during the pandemic. The current study surveyed 1071 adolescents (Mage = 10.6, SD = 1.69, 49.86% female, age range = 8-14 years at Year 1) over six years (three years before pandemic, three years during pandemic). Piecewise linear mixed-effects analysis showed that adolescents with higher solitude and lower sociability reported improvements in adjustment during the pandemic, whereas adolescents with lower solitude and higher sociability reported declines in adjustment. The findings highlight the importance of considering multiple characteristics of solitude and sociability, as well as contextual factors (e.g., pandemic), to better understand the implications of solitude on adolescent adjustment.

Shyness, Sport Engagement, and Internalizing Problems in Chinese Children: The Moderating Role of Class Sport Participation in a Multi-Level Model

The relations between shyness and internalizing problems have been mainly explored at the individual level, with little known about its dynamics at the group level. This study aims to examine the mediating effect of individual-level sport engagement and the moderating effect of class-level sport participation in the relations between shyness and internalizing problems. The participants were 951 children attending primary and middle school from grade 3 to grade 7 (Mage = 11 years, 509 boys) in urban areas of China. Cross-sectional data were collected using self-report assessments. Multi-level analysis indicated that (1) shyness was positively associated with internalizing problems; (2) sport engagement partially mediated the relations between shyness and internalizing problems; and (3) class sport participation was a cross-level moderator in the mediating relations between shyness, sport engagement, and internalizing problems. Shy children in classes with a higher level of sport participation tend to have less sport engagement and more internalizing problems than those in classes with a lower level of sport participation. These findings illuminate implications from a multi-level perspective for shy children's adjustment in a Chinese context. The well-being of shy children could be improved by intervening in sport activity, addressing both individual engagement and group dynamics, such as class participation.

Associations between Unsociability and Peer Problems in Chinese Children and Adolescents: A Meta-Analysis

Research has shown that unsociability, reflected as a personal choice, is not necessarily associated with socio-emotional problems in Western countries. However, the associations between unsociability and peer problems are consistently evident in Chinese culture, yet the strength and direction in these associations are mixed. The present study aimed to examine whether unsociability is associated with peer problems and explored the potential moderators among the associations. A meta-analysis was conducted using publications that measured unsociability and peer problems. A total of 21 articles involving 43 effect sizes from 12,696 Chinese children and adolescents were included. The results revealed that (1) unsociability was positively associated with peer problems (r = 0.32, p < 0.001) among children and adolescents. (2) Informants (i.e., self-reports, peer nominations, teacher ratings, and parent ratings) and living areas (i.e., urban, suburban, and rural areas) significantly moderated the associations between unsociability and peer problems. Specifically, the associations were stronger for peer-nominated unsociability, self-reported peer problems, and samples in suburban areas. These findings shed light on unsociability linked to higher levels of peer problems among Chinese children and adolescents. Still, the influences are unique to peer problems and moderated by both data sources and environmental factors.

Is autonomic functioning distinctly associated with anxiety and unsociability in preschoolers?

There are many benefits of peer interactions for children's social, emotional, and cognitive development, and isolation from peers may have negative consequences for children. Although biological processes may underlie social withdrawal broadly, distinct patterns may be associated with withdrawal behaviors depending on their underlying motivation (e.g., shy versus disinterested). This study investigated the role of autonomic nervous system activity, as assessed via skin conductance level (SCL) and respiratory sinus arrhythmia (RSA) in predicting changes in unsociability (e.g., lack of interest in peers) and anxious-fearfulness (e.g., discomfort among peers). Data were collected using a community sample of 92 US preschool children (45.7% female; Mage = 45.51 months, SDage = 3.81 months) at two time points one year apart. Gender differences were also explored. Baseline physiology was assessed while viewing a neutral video clip, and reactivity was assessed while viewing social exclusion and post-aggression discussion videos. For all children, coinhibition (i.e., SCL inhibition accompanied by RSA inhibition) to the post-aggression discussion video and blunted SCL activation to the exclusion video were prospectively associated with higher levels of anxious-fearfulness one year later. For boys only, baseline reciprocal sympathetic activation (i.e., SCL activation and RSA inhibition) was prospectively related to higher levels of unsociability one year later. For girls only, RSA inhibition in response to the post-aggression discussion video was prospectively related to higher levels of unsociability one year later. Findings contribute to a growing literature on autonomic reactivity in preschoolers' adjustment and suggest possible differences in the physiological processes underlying unsociability and anxious-fearfulness.

Unsociability and social adjustment in Chinese preschool migrant children: the moderating role of receptive vocabulary

Peer relationships play an indispensable role in the social, emotional, and cognitive development of children. However, children exhibiting social withdrawal, such as unsociability, may face challenges in social adjustment. In collectivistic cultures like China, unsociability may be perceived negatively, aligning poorly with collective norms. The objective of the present investigation was to examine the associations between unsociability, receptive vocabulary, and indicators of social adjustment in a cohort of young migrant children residing in urban regions of mainland China. The study mainly aimed to investigate the potential moderating influence of receptive language on these associations. The study involved 148 young children (82 boys, 66 girls, Mage = 62.32 months, SD = 6.76) enrolled in preschools or kindergartens in Shanghai, People's Republic of China. Multiple sources of assessment were utilized, encompassing evaluations from mothers (about child unsociability), teacher (assessing social adjustment), and standardized tests (measuring receptive vocabulary). The results indicated that the relations between unsociability and peer exclusion were more positive among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Similarly, the relations between unsociability and peer exclusion were more negative among children with lower levels of receptive vocabulary but not significant for children with higher levels of receptive vocabulary. Thus, this study informs us about how receptive vocabulary is jointly associated with unsociable children's development. As well, the findings highlight the importance of considering the meaning and implication of unsociability in Chinese culture.

Assessment and correlates of aloneliness among Indonesian adolescents

Introduction

The goals of this study were to: (1) adapt and validate a measure of aloneliness (Solitude and Aloneliness Scale; SolAS) for use among Indonesian adolescents; (2) examine the associations between aloneliness and indices of well-being in this unique developmental and cultural context; and (3) explore possible grade and gender effects.

Methods

Participants were Indonesian adolescents aged 11-18 years (M = 14.13 years, SD = 1.62; 58.51% girls) who completed self-report assessments of the adapted SolAS (newly created Indonesian translation), as well as indices of adjustment (e.g., well-being, basic psychological need satisfaction).

Results

Among the results, the Indonesian version of the SolAS demonstrated good psychometric properties (e.g., factor structure, good internal reliability) and initial evidence of validity (e.g., significant negative correlations with measures of psychological well-being and basic psychological needs satisfaction). Girls reported higher levels of aloneliness than boys, but no significant grade differences emerged.

Conclusions

The SolAS evidenced good psychometric properties and evidence of validity in a sample of Indonesian adolescents, suggesting it is desirable for cross-cultural research.

The moderating effects of parental psychological control on the relationship between unsociability and socio-emotional functioning among Chinese children

Introduction

There have been studies indicating that children's unsociability was associated with poorer socio-emotional functioning in China. Although some researchers have found that parenting behavior would influence the relationship between children's unsociability and adjustment, the role of parental psychological control has not been explored. This study aimed to investigate the moderating effect of parental psychological control on the relationship between unsociability and socio-emotional functioning in Chinese children.

Methods

A total of 1,275 students from Grades 3 to 7 (637 boys, Mage = 10.78 years, SD = 1.55 years) were selected from four public schools in Shanghai to participate in this study. Data of unsociability, peer victimization and social preference were collected from peer-nominations, and data of parental psychological control, depressive symptoms and social anxiety were collected from self-reports.

Results

There were positive associations between unsociability and peer victimization, depressive symptoms, and social anxiety, as well as a negative association between unsociability and social preference. Parental psychological control moderated these associations, specifically, the associations between unsociability and peer victimization, social preference, and depressive symptoms were stronger, and the association between unsociability and social anxiety was only significant among children with higher level of parental psychological control.

Discussion

The findings in the current study highlight the importance of parental psychological control in the socio-emotional functioning of unsociable children in the Chinese context, enlightening educators that improving parenting behavior is essential for children's development.

Preschool Teachers' Cognitions, Emotions, and Tolerance toward Children's Hypothetical Social Behaviors in the Classroom

Teachers' tolerance toward children's social behaviors is, in part, guided by teachers' cognitions and emotions. Few studies have examined the associations between teachers' cognitions, emotions, and tolerance toward children's social behaviors. This study aimed to (1) describe the cognitions, emotions, and tolerance of Portuguese preschool teachers toward children's shy, physically and relationally aggressive, rough-and-tumble play, exuberant, and unsociable behaviors at preschool, depending on children's sex; and (2) examine the direct and indirect associations (via teachers' emotions) between teachers' cognitions and tolerance toward children's social behaviors, depending on children's sex. One hundred and seven preschool teachers completed the Child Behaviors Vignettes. Preschool teachers displayed more negative views toward children's physical and relational aggression, reported positive perspectives toward children's rough play and mixed attitudes toward children's exuberance, and differentiated shy from unsociable behaviors. Direct associations between teachers' cognitions and tolerance were found only for physical aggression. Teachers' anticipation of negative peer costs and academic performance appear to exert an indirect influence on teachers' tolerance toward physical aggression and unsociability, via increased levels of worry. These findings highlight the role of teachers' emotions for tolerance toward children's social behaviors and the need to enhance their self-awareness.

Does dispositional preference for solitude predict better psychological outcomes during times of social distancing? Beliefs and reality

OBJECTIVE

People value solitude for themselves. Yet little is known about how people perceive dispositional preference for solitude in others. Does dispositional preference for solitude represent a protective factor from psychological distress during times of social distancing? And do laypeople have accurate beliefs about the role of preference for solitude?

METHOD

To answer these questions, we conducted four studies (three preregistered, Ntotal  = 1418) at the early and a later stage of the COVID-19 pandemic using experimental, longitudinal, and experience sampling designs.

RESULTS

People expected targets with a higher solitude preference to be more resilient (e.g., less lonely, more satisfied with life) during social distancing, and consequently prioritize them less when allocating supportive resources for maintaining social connections (Studies 1 and 2). Compared to these beliefs, the actual difference between individuals with higher versus lower solitude preference was smaller (Study 2) or even negligible (Study 3). Did people form more calibrated beliefs two years into the pandemic? Study 4 suggested no.

CONCLUSIONS

Together, these studies show that people overestimate the role of preference for solitude in predicting others' psychological experience. As a result, solitude-seeking individuals may miss out on supportive resources, leading to higher risks for mental health issues.

When is Solitude Maladaptive for Adolescents? A Comprehensive Study of Sociability and Characteristics of Solitude

Research examining the link between solitude and psychosocial adjustment among adolescents has lacked a comprehensive, person-centered examination of differential patterns of both solitude and sociability. The current study surveyed 1071 adolescents (Mage = 12.48, SD = 1.71, 49.86% female, age range = 10-16 years). Using latent-profile analysis, four groups were identified with differential patterns of characteristics of solitude (i.e., enjoyment, motivations, preference, frequency) and sociability. Results indicated that worse psychosocial adjustment across time points was associated with membership in the PFS-NonSociable group (characterized by high enjoyment, preference, and frequency of solitude; low sociability) compared to all other groups. Findings suggest that solitude for adolescents appears to be linked to worse psychosocial adjustment only if accompanied by a lack of sociability.

Motivations for Social Withdrawal, Mental Health, and Well-Being in Emerging Adulthood: A Person-Oriented Approach

Emerging adults seek solitude because of different underlying motivational and emotional processes. The current short-term longitudinal study aimed to: (1) identify subgroups of socially withdrawn emerging adults characterized by different motivations for solitude (shyness, unsociability, social avoidance) and affect (positive, negative); and (2) compare these subgroups in terms of indices of internalizing difficulties and life-satisfaction. Participants were N = 348 university students (Mage = 21.85 years, SD = 3.84) from Italy, who completed online questionnaires at two-time points separated by three months. Results from a latent profile analysis (LPA) suggested three distinct subgroups characterized by different social withdrawal motivations (i.e., shy, unsociable, and socially avoidant), as well as a non-withdrawn subgroup (characterized by low social withdrawal motivations, low negative affect, and high positive affect). Among the results, the socially avoidant subgroup reported the highest levels of social anxiety, whereas the avoidant and shy subgroups reported the highest loneliness and lowest life satisfaction. The unsociable subgroup appeared to be the most well-adjusted subgroup of socially withdrawn emerging adults and reported similar levels of life satisfaction as the non-withdrawn subgroup. Our findings confirmed the heterogeneity of emerging adults' experiences of solitude, with different motivations for social withdrawal appearing to confer a differential risk for maladjustment.

Relations between social withdrawal subtypes and socio-emotional adjustment among Chinese children and early adolescents

The aim of the present study was to compare the relations between subtypes of social withdrawal and socio-emotional adjustment in Chinese children and early adolescents. Participants included 571 children (Mage  = 9.62 years) and 345 adolescents Mage  = 12.12 years) in mainland China. Social withdrawal subtypes (i.e., shyness, unsociability, social avoidance) and indices of socio-emotional adjustment were assessed via self-reports, peer nominations, and teacher ratings. Shyness tended to be more strongly associated with emotional maladjustment in early adolescence, whereas unsociability was more strongly associated with socio-emotional difficulties in childhood. For social avoidance, associations with indices of negative adjustment (i.e., social anxiety, emotional symptoms, peer problems) were stronger in childhood, however, associations with indices of positive adjustment (i.e., life satisfaction, well-being) were stronger in early adolescence.

Preschoolers' Beliefs, Emotions and Intended Responses toward Peer Behaviors: Do Children's Sex, Age, and Social Behavior Make a Difference?

Children's self-imposed isolation in the company of others (social withdrawal due to shyness or unsociability) and active isolation due to direct aggressive behaviors can challenge successful engagement in the peer group. The developmental attributional perspective acknowledges that children's intended affiliative responses are, in part, guided by their emotions and beliefs toward peers' social behaviors and may differ depending on children's sex, age group, and social behavior. This study aimed to (1) describe preschoolers' beliefs, emotions, and intended affiliative preferences toward aggressive, shy, and unsociable peers, depending on children's sex and age group, and (2) explore the associations between preschoolers' beliefs, emotions and intended affiliative preferences, depending on children's social behaviors and children's sex or age group. A total of 158 preschoolers aged 3-6 years were interviewed, using the Child Attributions Interview to assess their beliefs, emotions and intended affiliative preferences toward peers. Teachers completed the Social Competence and Behavior Evaluation Scale to assess children's prosocial behaviors, aggressive-anger, and anxious-withdrawal. Preschoolers' perspectives toward shy and unsociable peers were less negative than toward aggressive peers. However, participants in our sample were not fully aware of the different intentionality and social motivations of shy and unsociable peers. Higher levels of perceived social standing, social motivation and sympathy predicted higher affiliative preferences toward shy, unsociable, and aggressive peers. However, the magnitude of the associations between preschoolers' beliefs, emotions and intended affiliative preferences differed, depending on children's sex, age group and prosocial behavior, especially toward aggressive and shy peer behaviors. These findings are in line with the developmental attributional perspective, but highlight the need to account for developmental specificities, sex differences in peer relationships and children's individual differences in social behaviors.

Solitude profiles and psychological adjustment in Chinese late adolescence: a person-centered research

Objectives

From the perspective of person-centered research, the present study aimed to identify the potential profiles of solitude among late adolescents based on their solitary behavior, motivation, attitude, and time alone. In addition, to echo the paradox of solitude, we further explored the links between solitude profiles and adjustment outcomes.

Methods

The participants of the study were 355 late adolescents (56.34% female, M _age = 19.71 years old) at three universities in Shanghai, China. Measures of solitary behavior, autonomous motivation for solitude, attitude toward being alone, and time spent alone were collected using adolescents' self-report assessments. The UCLA Loneliness Scale, the Beck Depression Inventory, and the Basic Psychological Needs Scales were measured as indices of adjustment.

Results

Latent profile analysis revealed four distinct groups: absence of the aloneness group (21.13%), the positive motivational solitude group (29.01%), the negative motivational solitude group (38.03%), and the activity-oriented solitude group (11.83%). Differences emerged among these four groups in terms of loneliness, depressive symptoms, and basic needs satisfaction, with adolescents in the negative motivational solitude group facing the most risk of psychological maladjustment.

Conclusion

Findings revealed the possible heterogeneous nature of solitude among Chinese late adolescents and provided a theoretical basis for further understanding of adolescents' solitary state.

Moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems in Chinese adolescents

Objectives

The goal of the present study was to examine the moderating effect of classroom sociable norm on the relations between unsociability and internalizing problems (the indicators included depression, loneliness and self-esteem) in Chinese adolescents.

Methods

Participants were N = 1,160 adolescents in Grade 4-8 from Shanghai, People's Republic of China. They completed questionnaires about unsociability, sociability, and social preference via peer nominations, while depression, loneliness, and self-esteem were collected via self-report.

Results

It was found that unsociability was positively associated with depression and loneliness, and negatively associated with self-esteem. Moreover, the relations between unsociability and indicators of internalizing problems were moderated by classroom sociable norm. More specifically, the significant positive associations between unsociability and depression and loneliness were stronger in classrooms with high sociable norm, and the negative association between unsociability and self-esteem was only significant in such classrooms.

Conclusion

The findings suggest that classroom sociable norm plays an important role in unsociable adolescents' psychological adjustment in China. Researchers should focus more on the influence of classroom environment on adolescents' development in future.

Contemporary Hermits: A Developmental Psychopathology Account of Extreme Social Withdrawal (Hikikomori) in Young People

Although it is widely accepted that human beings have an ingrained 'need to belong,' there seem to be a substantial subset of young people who seclude themselves for most of the time at home and no longer engage in education or work, ultimately withdrawing from participation in society. In Japan, this phenomenon has been labeled as 'hikikomori,' but given its global presence it may be preferable to use the term 'extreme social withdrawal' (ESW). In this qualitative review, we provide a description and definition of ESW, provide figures on its prevalence, and discuss a number of associated concepts, including loneliness and "aloneliness," school absenteeism and dropout, the 'new' developmental stage of adultolescence, and the labor force categories of freeter ('freelance arbeiter') and NEET (a young person not in employment, education, or training). The core of the paper is focused on the origins of ESW in young people and provides a narrative overview of relevant etiological factors, such as aberrant brain processes, unfavorable temperament, psychiatric conditions, adverse family processes including detrimental parenting, negative peer experiences, societal pressures, and excessive internet and digital media use, which are all placed within a comprehensive developmental psychopathology framework. We will close with a discussion of possible interventions for young people with ESW and formulate a guideline that describes (the temporal order of) various components that need to be included in such a treatment.

Social Withdrawal in Adolescence: Developmental and Humanistic Perspectives

In both the West and East, social withdrawal, manifested as solitude and shyness, has distinct developmental implications for adolescent mental health. Representative countries in the West (e.g., North America and Europe) and East (e.g., China) were selected to compare cultural differences. This literature review aims to discuss how adolescents experience solitude and shyness differently in North America, Europe, and China from a developmental perspective, and adopts a cross-cultural perspective to explain the distinct outcomes of adolescent social withdrawal. Furthermore, humanistic perspectives are discussed to link adolescent development and humanism in terms of previous empirical evidence and counseling practices. In North America and Europe, solitude has both adaptive and harmful effects on adolescents’ mental health. However, solitude in China and shyness in both cultural settings tend to adversely affect adolescent mental health. These findings from previous studies correspond to developmental perspectives in terms of mental health, personal adaptation, and self-development during adolescence. The strengths, weaknesses, and implications of this literature review are also discussed.

Developmental changes in the structure of shyness and internalizing symptoms from early to middle childhood: A network analysis

Shyness is a temperamental trait that shares considerable conceptual overlap with aspects of internalizing problems, creating difficulties in operationalizing and assessing these two constructs and their association. This study addresses these issues by employing network analyses. Participants were, white, N = 555 children (M_age  = 52.45 months, SD = 15.96, 55% girls) followed longitudinally over 4 years (2016-2010) in Norway. Teachers rated child shyness and assessed children's internalizing symptoms. Results suggest that two behavioral shyness traits were the most central aspects of shyness. The centrality of these aspects was robust across age. The most influential symptom connecting internalizing symptoms with shyness was "unhappy." Shyness became more differentiated with development, and associations between anxiety-related symptoms and shyness increased as children entered formal schooling.

Unsociability and social adjustment of Chinese preschool migrant children: The moderating role of resilience

OBJECTIVES

The present study examined the moderating effect of children's resilience on the relations between unsociability and social adjustment (i.e., prosocial behaviors, peer exclusion, interpersonal skills, internalizing problems) in Chinese preschool migrant children.

METHODS

Participants were N = 148 children (82 boys, M _age = 62.32 months, SD = 6.76) attending two public kindergartens in Shanghai, People's Republic of China. Mothers provided ratings of children's unsociability and resilience; teachers assessed children's social adjustment outcomes, and children reported their receptive vocabulary.

RESULTS

Unsociability was positively associated with peer exclusion and internalizing problems, and negatively associated with prosocial behaviors and interpersonal skills among Chinese preschool migrant children. Moreover, children's resilience significantly moderated the relationship between unsociability and social adjustment. Specifically, among children with lower levels of resilience, unsociability was significantly and positively associated with peer exclusion and internalizing problems, while among children with higher levels of resilience, unsociability was not associated with social adjustment difficulties.

CONCLUSION

The current findings inform us of the importance of improving children's resilience to buffer the negative adjustment among Chinese migrant unsociable young children. The findings also highlight the importance of considering the meaning and implication of unsociability for preschool migrant children in Chinese culture.

Alone with my phone? Examining beliefs about solitude and technology use in adolescence

In this study, we examined how technology impacts adolescents' perceptions of, and affective responses to solitude, as well as how adolescents' own motivations for solitude (shyness, affinity for aloneness) were related to these reactions. Participants were N = 437 adolescents (297 girls; M age = 16.15 years, standard deviation (SD) = .50) who were presented with a series of hypothetical vignettes asking them to imagine themselves in the context of pure solitude (alone in their room with the door closed), as well as being physically alone but engaged in increasing levels of virtual social engagement, including passive (e.g., watching videos, scrolling, but no direct social engagement), active (e.g., texting), and audio-visual (e.g., Facetime) technology use. Following each vignette, participants reported their perceptions of being alone and positive/negative affective responses. We also measured general motivations for solitude (shyness, affinity for aloneness). Among the results, adolescents perceived themselves as less alone in vignettes depicting increasing virtual social engagement. Affective benefits of increased virtual engagement were also found (e.g., less loneliness/boredom/sadness, greater social connection/contentment). However, these effects were moderated by solitude motivations, with different patterns evident as a function of participant shyness and affinity for aloneness. Findings highlight the importance of considering the nature of adolescents' technology use when alone, as well as motivations for solitude, when considering links between solitude and well-being.

Unsociability and Psychological and School Adjustment in Chinese Children: The Moderating Effects of Peer Group Cultural Orientations

This study examined the moderating effects of cultural orientations of peer groups on the relations between unsociability and psychological and school adjustment in Chinese children. Participants included 1,092 students (527 boys, M age = 12.21 years) in the sixth grade in elementary schools. Data on individualistic and collectivistic cultural orientations, unsociability, and adjustment were obtained from multiple sources including peer nominations, teacher ratings, self-reports, and school records. Using the Social Cognitive Map method, 193 peer groups were identified. Among the results, unsociability was negatively associated with peer preference and academic achievement in groups low on individualistic orientation but not in groups high on individualistic orientation. Unsociability was also negatively associated with peer preference more strongly in groups with higher scores of collectivistic orientation. The results suggested that, in general, unsociable children performed better in social and academical areas in more individualistically oriented groups and less collectivistically oriented groups. The cultural context of peer groups may play a significant role in shaping social and school adjustment of unsociable children.

Emotion regulation through music and mindfulness are associated with positive solitude differently at the second half of life

Mindfulness and emotion regulation through music listening are skills that share some attributes with the skill of positive solitude (PS; defined as an inner choice to dedicate time to a meaningful, enjoyable activity or experience managed by oneself, with or without the presence of others). Nevertheless, little is known about their relationship with PS in the second half of life. Hence, we recruited a convenience sample of community-dwelling adults in the second half of life ( N = 123; M = 68.63, SD = 10.99), who completed self-report measures of demographics, emotion regulation through music, mindfulness, and PS. A hierarchical linear regression demonstrated significant positive associations between emotion regulation through music listening and PS, and between mindfulness and PS. Moreover, age moderated the relationship between mindfulness and PS. This relationship was found to be positive and significant only among older adults. These findings support the study’s hypotheses and emphasize the contribution of the current research to developmental research on PS in the second half of life.

A lifespan psychological perspective on solitude

Solitude occurs from childhood to old age. In this special issue introduction, we offer a lifespan perspective on matters of solitude with the aim to point to pertinent issues in the field. We propose that solitude serves important functions that may vary across different times in life and that solitude needs to be considered in the context in which it occurs. In applying these lifespan developmental notions, we carve out some open questions that will help extend the current knowledge base including a consideration of issues regarding operational definitions of solitude. We also point to methodological challenges such as capturing processes that unfold on different timescales that need to be addressed to advance the field.

Withdrawn Behavior in Preschool: Implications for Emotion Knowledge and Broader Emotional Competence

The present study investigated the respective roles of withdrawal, language, and context-inappropriate (CI) anger in the development of emotion knowledge (EK) among a subsample of 4 and 5 year-old preschoolers (n = 74). Measures included parent-reported withdrawn behavior, externalizing behavior, and CI anger, as well as child assessments of receptive language and EK. Ultimately, findings demonstrated that receptive language mediated the relationship between withdrawn behavior and situational EK. However, CI anger significantly interacted with receptive language, and, when incorporated into a second-stage moderated mediation analysis, moderate levels of CI anger rendered the indirect effect of withdrawn behavior on situational EK via receptive language insignificant. Cumulatively, these findings demonstrate a mechanism by which withdrawal may impact EK. They also indicate that such an effect may be attenuated in children with moderate levels of CI anger. Implications of these findings are discussed.

Withdrawn and Acting out?: Early Adolescents' Social Avoidance and Externalizing Problems

Relative to other motivations of social withdrawal (i.e., shyness, unsociability), social avoidance is understudied. Furthermore, the relation between social avoidance and externalizing problems seldom has been investigated despite reasons to expect an association. We examined the association between social avoidance and externalizing problems using a sample of early adolescents in the United States using parents' reports (N = 294; 54.1% boys; M age = 12.43 years). Supporting our hypotheses, structural equation models indicated that social avoidance positively predicted concurrent externalizing problems, controlling for shyness, unsociability, and internalizing problems (including depression and anxiety). Findings highlight that socially avoidant adolescents' behaviors may include avoiding others as well as acting out. Longitudinal work is needed to examine the potential bidirectional relations between social avoidance and externalizing problems.

Subtypes of social withdrawal and mental health trajectories during COVID-19 pandemic

The outbreak of Coronavirus Disease 2019 (COVID-19) has pervasive implications for the well-being of people, especially for the social withdrawn individuals. The present study examined changes of well-being among people in distinct subgroups of social withdrawal – shyness, unsociability, and social avoidance –in different phases of the COVID-19 pandemic using six-wave longitudinal data in China (N = 222; 54.50% female). Results showed that, in general, well-being sharply decreased from the initial phase to the peak phase of the pandemic, but steadily recovered after the peak phase. People in different withdrawal groups displayed different levels and trajectories of well-being during a period of six months. The current study has implications for developing targeted interventions for vulnerable people in public health crisis.

Motivations for social withdrawal and academic adjustment in emerging adulthood

While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self-efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (M_age  = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self-efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students' academic motivation, but not their academic achievement.

Normative Beliefs about Social Withdrawal in Adolescence

The goal of this study is to explore normative beliefs about social withdrawal during adolescence. Participants were N = 419 adolescents (M_age  = 16.13 years), who completed measures of normative beliefs about social withdrawal and their own social withdrawal (shyness, unsociability). Among the results, adolescents reported greater overall acceptance of unsociability compared to shyness, however, some gender differences also emerged. Specifically, adolescents were more accepting of unsociability when depicted by hypothetical females, and more accepting of shyness when depicted by hypothetical males. Participant social withdrawal was associated with greater acceptance of socially withdrawn behaviors in others. These findings provide a first look at normative beliefs about social withdrawal during a developmentally critical age period for this construct.

Preference for Solitude and Mobile Phone Addiction Among Chinese College Students: The Mediating Role of Psychological Distress and Moderating Role of Mindfulness

Background: With the increasing incidence of mobile phone addiction, the potential risk factors of mobile phone addiction have attracted more and more researchers' attention. Although various personality trait factors have been proven to be significant predictors of mobile phone addiction, limited attention has been paid to preference for solitude. Considering the adverse impacts of preference for solitude in the context of collectivistic societies and its possible negative effect on mobile phone addiction, this study was designed to examine the relationship between preference for solitude and mobile phone addiction, and to test the mediating role of psychological distress and the moderating role of mindfulness in this relationship. Methods: Data were collected through convenience sampling from a comprehensive university in China. A total of 927 Chinese college students (371 males and 556 females), aged from 16 to 24 (M age = 19.89 years, SD = 1.22), participated in this study. Their preference for solitude, psychological distress, mindfulness, and mobile phone addiction were measured using well-validated self-report questionnaires. Results: Correlational analyses, sobel test, SPSS macro PROCESS (Model 8) and simple slopes analyses were used for major data analysis. Results showed that preference for solitude was significantly and positively associated with mobile phone addiction, and this link could be mediated by psychological distress. Moreover, the indirect effect of psychological distress in this link was moderated by mindfulness, with this effect being stronger for college students with lower levels of mindfulness. However, mindfulness can not moderate the direct relation between preference for solitude and mobile phone addiction. Conclusion: The present study broadened our knowledge of how and when (or for whom) preference for solitude is related to mobile phone addiction. Education professionals and parents should pay special attention to the psychological distress and mobile phone addiction of college students with high levels of preference for solitude, particularly for those with lower levels of mindfulness.

What Time Alone Offers: Narratives of Solitude From Adolescence to Older Adulthood

Solitude – the state of being alone and not physically with another – can be rewarding. The present research explored the potential benefits of solitude from a pragmatist approach: a ground-up, top-down perspective that is receptive to new knowledge but informed by theory. Participant recruitment was stratified by age and gender, and the sample involved 2,035 individuals including adolescents (13–16 years), adults (35–55 years), or older adults (65+ years). Data were analyzed with a mixed-methods approach. Coded themes from brief narratives about solitude were extracted, and their frequencies (i.e., their salience to participants) were compared across the lifespan. Themes were then correlated with two indicators of well-being in solitude: self-determined motivation for solitude and peaceful mood. Several prominent themes emerged when talking about time spent in solitude. With the exception of feeling competent in solitude, which was described frequently but consistently unrelated to self-reported well-being regardless of age, benefits of solitude tended to shift over the lifespan. Some qualities, such as a sense of autonomy (self-connection and reliance; absence of pressure), were salient and consequential for everyone, but increasingly so from adolescence to older adulthood. Older adults also reported feeling most peaceful in solitude and described their social connection and alienation less frequently, suggesting they see solitude and social time as more distinct states. Findings are discussed in light of existing work on solitude across the lifespan, and theoretical frameworks that spoke well to the data (e.g., self-determination theory).

Affinity for Solitude and Motivations for Spending Time Alone Among Early and Mid- Adolescents

Research on the link between affinity for solitude (a tendency to enjoy time alone) and psychosocial adjustment among adolescents has been mixed; however, this may depend on whether time spent alone is motivated by positive (self-reflection, creative pursuits) or reactive (negative affect, avoiding social interaction) factors. The current study investigated affinity for solitude and motivations for spending time alone among 1072 early to mid-adolescents (M_age = 12.48 years, age range = 10-16, 49.8% female). Higher reactive solitude predicted depressive symptoms, peer victimization, and lower self-esteem, controlling for previous scores on these adjustment indicators. For social anxiety and friendship quality, there were significant 3-way interactions between affinity for solitude, reactive solitude, and frequency of time spent alone, indicating that the relation between affinity for solitude and these latter adjustment indicators depends on why and how often youth spend time alone. Findings indicate that attention should be given to youth who spend time alone for reactive reasons, as this appears to be associated with negative adjustment.

The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

Associations among Solo Dining, Self-Determined Solitude, and Depression in South Korean University Students: A Cross-Sectional Study

Although solo dining motivated by self-determined solitude can be a positive and healthy experience for individuals, solo dining that is not motivated by self-determined solitude can trigger physical and mental health problems. This study examined the associations among solo dining, self-determined solitude, and depression in university students. Accordingly, an online survey was conducted on 372 university students. The results show that students who live alone, those in poor health, and those with more frequent solo dining experiences had higher depression scores than others. Whereas satisfaction with solo dining was high when voluntary solitude was high, female students displayed higher depression scores when they had low self-determined solitude or high non-self-determined solitude, and when they had a higher frequency of eating lunch alone, compared to their male counterparts. University undergraduates who live and dine alone, owing to non-self-determined solitude, are highly vulnerable to mental health problems, including depression. Hence, interventions that foster social connectedness and entail the identification of factors accounting for students’ non-self-determined solitude should be developed.