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

By Robert J. Coplan, Kavita Prakash, Kim O’Neil, Mandana Armer. Developmental Psychology, 2004

675 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/80e8d3bcd6558ff9d665d460ada9e72e1fdb1571

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Citations in the corpus

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood (2009, methodology): “Child shyness Near the start of the school year, mothers completed the Child Social Preference Scale (CSPS; Coplan et al., 2004).”
Kindergarten Teachers' Beliefs and Responses to Hypothetical Prosocial, Asocial, and Antisocial Children (2007, neutral): “In contrast, although shy children may also interact less with peers, they often watch other children without joining in (i.e., onlooking behaviors) and display overt signs of anxiety and distress (Coplan et al., 1994; Coplan et al., 2004).”
Paying Attention to and Not Neglecting Social Withdrawal and Social Isolation (2004, background): “…through to adolescence, social withdrawal is more strongly associated with indices of maladjustment for boys than for girls (Coplan et al., 2001; Coplan et al., 2004; Eisenberg, Shepard, Fabes, Murphy, & Guthrie, 1998; Morison & Masten, 1991; Rubin, Chen, & Hymel, 1993; Stevenson-Hinde &…”
Social Withdrawal in Childhood (2009, positive): “As well, beginning in early childhood, shy-withdrawn boys are more likely to be excluded and rejected by peers than shywithdrawn girls (e.g., Coplan et al., 2004, Coplan et al., in press; Gazelle & Ladd, 2003).”
Social Withdrawal and Shyness (2011, background): “In this regard, shy children desire social interaction, but their social approach motivations are inhibited by fear-induced social avoidance (Coplan et al., 2004).”
Shyness and Unsociability and Their Relations With Adjustment in Chinese and Canadian Children (2015, background): “…in Canada and the United States is typically not associated with indexes of internalizing problems (e.g., anxiety, depression, low self-esteem) or sociocommunicative competence (e.g., Coplan & Weeks, 2010b; Coplan et al., 2013; Coplan et al., 2004; Harrist, Zaia, Bates, Dodge, & Pettit, 1997).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, methodology): “Moreover, through childhood and into adolescence, shy boys appear to be at greater risk than shy girls for maladaptive outcomes (e.g., Coplan et al., 2004; Stevenson-Hinde & Glover, 1996).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “Their deficiencies in social competence (Bohlin, Hagekull, & Andersson, 2005) and lack of social initiations (Coplan et al., 2004) do not make them attractive playmates for peers (Coplan, Girardi, Findlay, & Frohlick, 2007).”
Child’s Difficult Temperament and Mothers’ Parenting Styles (2014, background): “1997), whereas children’s inhibition has been linked to overprotective mothering (Coplan et al. 2004) and lack of encouragement of independence (Rubin et al.”
An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies (2005, background): “Indeed, this and other research suggests that both types are associated with difficulties in emotion regulation, interactive peer play and peer acceptance (Coplan et al., 2004; Hart et al., 2000).”
Unsociability in Middle Childhood: Conceptualization, Assessment, and Associations with Socioemotional Functioning (2010, positive): “Notwithstanding, past research does suggest that unsociable young children might not be well liked by peers (Coplan, Girardi, et al., 2007; Coplan et al., 2004), and researchers have suggested that this form of social withdrawal would become increasingly negatively received by peers (Asendorpf, 1991”