Citation

Miers AC, Blöte AW, de Rooij M, Bokhorst CL, Westenberg PM. J. Abnorm. Child Psychol. 2013; 41(1): 97-110.

Affiliation

Faculty of Social and Behavioral Sciences, Institute of Psychology, Unit Developmental and Educational Psychology, Leiden University, Pieter de la Court building, P.O. Box 9555, 2300 RB, Leiden, the Netherlands, acmiers@fsw.leidenuniv.nl.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10802-012-9651-6

PMID

22723078

Abstract

This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected from different sources: participants, independent observers, parents, and teachers. Using Latent Class Growth Modeling (LCGM) we identified three distinct social anxiety trajectory groups: i) high and changing; ii) moderate and decreasing; and iii) low and decreasing. Multinomial regression analyses showed that the cognition variables, negative interpretations of ambiguous social situations and self-focused attention, differentiated between all three trajectories. A lack of social skills and having social problems at school were specifically related to the chance of following the high trajectory versus the moderate trajectory. Neuroticism differentiated between the low and moderate trajectories. Findings indicate that adolescents at risk of belonging to a high social anxiety trajectory can be discriminated from peers belonging to a less anxious trajectory using both cognition and social competence variables.

Language: en