The Social Cognitions of Socially Withdrawn Children

Abstract

Abstract The purpose of this study was to examine the social cognitions of peer‐identified socially withdrawn children. Participants included 457 children from grades four, five and six (54% females, 46% males). Children completed a selection of self‐ and peer‐report measures including: (1) peer‐rated behavioral nominations; (2) hostile intent biases and social responses to ambiguous situations; (3) social goals and self‐efficacy; and (4) a newly developed measure of causal attributions. An extreme groups procedure was used to identify three groups of children: (1) socially withdrawn (n = 50); (2) aggressive (n = 53); and (3) a comparison group (n = 206). As compared with their peers, withdrawn children displayed a pattern of self‐defeating attributions for social situations, reported lower efficacy for assertive goals, and indicated a preference for non‐assertive, withdrawn strategies to deal with hypothetical conflict situations. Findings are discussed with respect to implications for interventions, and directions for further research are presented.