Peer acceptance in early childhood and subtypes of socially withdrawn behaviour in China, Russia, and the United States

Craig H. Hart, Brigham Young University
Chongming Yang, Brigham Young University
Larry J. Nelson, University of Maryland
Clyde C. Robinson, Brigham Young University
Joseph A. Olsen, Brigham Young University
David A. Nelson, University of Minnesota System
Christin L. Porter, Brigham Young University
Shenghua Jin, Beijing Normal University
Susanne F. Olsen, Brigham Young University
Peixia Wu, Brigham Young University

Abstract

To assess whether subtypes of withdrawal could be similarly identified by teachers and linked to peer group adjustment in mainland China, Russia, and the United States, 642 4- to 6-year-old children in these diverse cultural contexts were rated on items reflecting reticent, solitary-passive, solitary-active, and sociable behaviour (cf. Coplan & Rubin, 1998). Linkages of childhood withdrawal to peer group adjustment were also investigated using peer sociometric ratings. Findings, based on multisample confirmatory factor analysis, indicated that separate factors were required to represent the three withdrawn subtypes in each cultural setting. However, US and Russian teachers made finer discriminations between subtypes than did Chinese teachers. Controlling for other withdrawn subtypes, reticent behaviour was uniquely related to lower sociometric ratings in all three cultures. Sociability was associated with higher sociometric ratings in these diverse settings. Findings are interpreted in the light of cultural considerations. © 2000 The International Society for the Study of Behavioural Development.