Children's loneliness: A comparison of rejected and neglected peer status.

Administered sociometric and loneliness questionnaires to 200 3rd-6th grade children to assess feelings of loneliness in 2 subgroups of unpopular Ss—those who were sociometrically rejected vs those who were sociometrically neglected. Data on popular, average, and controversial Ss were also collected. One-fifth of the the Ss were from low SES families, one-third were from middle SES families, and the rest were from upper middle or upper SES families. Results indicate that rejected Ss were the most lonely group and that this group differed significantly from other status groups. Neglected Ss did not differ from their higher-status peers. Overall, findings provide evidence of the utility of the distinction between neglected vs rejected status and provide support for earlier conclusions that rejected children are more at risk than are other status groups. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconsidering the attribution-adjustment relation following a major negative event: Coping with the loss of a child.

Field studies have not yet conclusively established how attributions affect adjustment to unanticipated traumatic events. This may be due, in part, to the adoption of several untested assumptions in most prior research. It has usually been assumed that attributional issues are important to people who experience a traumatic event, that such concern is adaptive, and that specific attributions (e.g., self-blame) influence subsequent adjustment. These assumptions were tested with longitudinal data collected over 18 mo from 124 parents whose children died of Sudden Infant Death Syndrome. By 3 wks postloss, 45% of parents were not concerned with attributional issues. These parents were less distressed and less likely to blame themselves or others for the death. Longitudinal analyses did not support the assumption that attributions influence subsequent adjustment. Rather, attributions to oneself or others appear to be symptomatic of distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions of married couples: When do they search for causes? What do they conclude when they do?

Administered an attribution questionnaire and a partner behavior checklist to 20 nondistressed and 22 distressed couples (as determined by a dyadic adjustment scale). Instruments contained indirect and direct probes. Wives were aged 20–59 yrs; husbands were aged 20–61 yrs; 11 distressed couples had been referred to a clinic for marital therapy. Spouses were asked about frequent as well as infrequent relationship events and about partner behaviors that had positive or negative impacts on the recipient. Attributions were coded for content and contribution to the relationship. Results show that husbands in unsatisfying relationships reported more attributional thoughts than did happily married husbands, whereas wives in the 2 groups did not differ. Behaviors having negative impacts elicited more attributional activity than did positive behaviors. Behavioral frequency and impact interacted in ways contrary to predictions. Finally, distressed couples were particularly likely to report distress-maintaining attributions and were particularly unlikely to report relationship-enhancing attributions when compared with their nondistressed counterparts. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and performance deficits in interpersonal settings: The effect of attributional style.

Tested an attributional model of motivation and performance following failure. 63 college students were preselected on the basis of their attributional styles for interpersonal failures, as measured by the Attributional Style Assessment Test. Ss in the 2 preselected groups (character-style vs behavioral-style attributors) were randomly assigned to 1 of 3 experimental manipulations of attributions for failure at an interpersonal persuasion task: (a) no manipulation, (b) ability/trait manipulation (which parallels the character-style), or (c) strategy/effort manipulation (which parallels the behavior style). Subsequently, Ss engaged in a blood drive task over the telephone, trying to persuade other students to donate blood. Success expectancies, motivation, and actual performance were assessed. As predicted, Ss who made strategy-/effort-type attributions, whether by experimental manipulation or by preselection, expected more success, expected more improvement with practice, displayed higher levels of motivation, and performed better at the task than did Ss who made ability-/trait-type attributions. Implications for the treatment of such clinical symptoms as loneliness and depression are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional interpretations in counseling: Content versus discrepancy.

The content of attributional interpretations and their discrepancy from client attributions were manipulated to examine the respective importance of these 2 variables to the effectiveness of interpretation. 38 undergraduates with mild to moderate depression (as measured by the Beck Depression Inventory) and who exhibited either behavior or characterological styles on the Attributional Styles Questionnaire were given brief counseling that contained either behavioral or characterological interpretations. The matching of attributional styles with interpretation content constituted the discrepancy variable. Three male counselors administered all treatments. Results indicate that interpretation content was irrelevant to change in Ss' negative emotions, attributional styles, and problem-related attributions. Change on the stability dimension of Ss' attributional styles was partly a function of interpretation discrepancy. Ss' negative emotions improved in all conditions. Their attributional styles became less internal and less global in all conditions, but their problem-related attributions became more internal. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of social support and battle intensity on loneliness and breakdown during combat.

A sample of 382 Israeli soldiers who developed combat stress reactions (CSR) during the 1982 Israel-Lebanon War were compared with groups of carefully matched controls who did not develop CSR. Lack of social support from officers was found to be related to greater feelings of loneliness and greater likelihood of CSR in soldiers. Lack of social support from buddies was found to be related to greater loneliness. Intensity of battle was also found to be related to greater feelings of loneliness and increased likelihood of CSR. A path model was tested and supported. The model suggests that battle intensity and officer support lead to CSR directly and indirectly by causing increased feelings of loneliness. Possible cognitive and psychodynamic explanations for the findings are offered. The limitations of making causal statements from retrospective perceptions are discussed. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two social worlds: social correlates and stability of adolescent status groups

Adolescents' peer group status in high school was examined using self-report, peer nominations, and archival data collected during 2 consecutive school years. Higher status students (popular and controversial) had more close friends, engaged more frequently in peer activities, and self-disclosed more than lower status students (rejected and neglected). They were also more involved in extracurricular school activities and received more social honors from their schoolmates. Although the higher status students were more alike than different, controversial adolescents did report more self-disclosure and dating behavior than popular students. Lower status students were also highly similar, although rejected students reported lower grades. Regarding the temporal stability of these status groups, the adolescent sample exhibited slightly higher overall stability than that found in previous investigations of younger children.     

Loneliness among children and young adolescents.

Investigated differences in loneliness involving parents and peers and the relations between loneliness, choices of a "first comfort figure" (FCF), and social sensitivity as perceived by peers. 60 female and 52 male 5th graders, 97 female and 45 male 7th graders, and 66 female and 73 male 9th graders were given a loneliness scale and a sociometric measure of perceived social sensitivity. Results indicate that age differences in parent-related loneliness were marginally significant. Seventh graders seemed to have fewer loneliness experiences in their relationships with parents than 5th and 9th graders. Boys more frequently reported those feelings than girls. Ss who indicated both parents as their FCFs had the lowest scores for parent-related loneliness, whereas those who indicated friends as their FCFs had the highest scores for parent-related loneliness. With respect to peer-related loneliness, no age or sex differences were found. However, girls who chose both parents as their FCFs were more lonely than boys who did the same, and boys who chose their fathers as their FCFs mentioned more peer-related loneliness feelings than the girls who made this choice. Ss perceived as socially sensitive by their classmates less frequently mentioned peer-related loneliness feelings. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations among children's social goals, implicit personality theories, and responses to social failure.

Two studies examined children's thought patterns in relation to their responses to social challenge. In Study 1, 4th and 5th graders tried out for a pen pal club under either a performance goal (stressing the evaluative nature of the tryout) or a learning goal (emphasizing the potential learning opportunities). In their behavior and attributions following rejection, children who were focused on a performance goal reacted with more helplessness, whereas children given a learning goal displayed a more mastery-oriented response. Study 2 found that in response to hypothetical socially challenging situations, 4th, 5th, and 6th graders who believed personality was nonmalleable (entity theorists) vs. malleable (incremental theorists) were more likely to endorse performance goals. Together, these studies indicate that children's goals in social situations are associated with their responses to social failure and are predicted by their implicit theories about their personality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situations, attributions, and the evaluation of reactions.

The present studies deal with the integration of theoretical models and empirical work on the antecedents of causal attributions with conceptions about attributional consequences. A central, although thus far neglected, postulate of attribution is addressed: the assumption that realistic attributions lead (or, more specifically, are perceived as leading) to functional behaviors and emotions. First, definitions of veridicality and functionality are discussed within an attributional framework. Second, three simulation studies that investigate whether realistic attributions are perceived as leading to functional reactions were conducted. Results indicated that stimulus persons who are described as exhibiting behaviors that are guided by unrealistic attributions are judged to be less likely to attain long-range success in both achievement and social situations and are thought of as being less contented and less likeable than persons who show reactions that are tied to realistic attributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributional retraining on the career beliefs and career exploration behavior of college students.

Two studies were conducted to evaluate the efficacy of attributional retraining as a career counseling technique for college students. Participants who received the attributional retraining treatment viewed an 8-min videotape designed to foster internal, controllable, and unstable attributions for career decision making. Participants in the control groups viewed a similar videotape that lacked any reference to career-related attributions. Results revealed that participants who received attributional retraining exhibited significant changes in career beliefs and attributional style and engaged in significantly more career exploration behavior than the participants in the control groups. An evaluation of attributional retraining as a career-counseling technique for college students is provided, and ideas for further research are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Loneliness, social isolation, and behavioral and biological health indicators in older adults.

Objective: A number of mechanisms have been proposed through which social isolation and loneliness may affect health, including health-related behavioral and biological factors. However, it is unclear to what extent isolation and loneliness are independently associated with these pathways. The objective of the present analysis was to determine the impact of social isolation and loneliness, individually as well as simultaneously, on health-related behavioral and biological factors using data from the English Longitudinal Study of Ageing (ELSA). Method: Data on health behaviors (smoking and physical activity) were analyzed from 8,688 participants and data on blood pressure, cholesterol, and inflammatory markers were analyzed from over 5,000 of these participants who were eligible for a nurse visit and blood sampling. Loneliness was measured using the short form of the Revised UCLA scale and an index of social isolation was computed incorporating marital status; frequency of contact with friends, family, and children; and participation in social activities. Results: Fewer than 2% of participants reported being lonely all the time, while nearly 7% had the highest possible scores on social isolation. Both social isolation and loneliness were associated with a greater risk of being inactive, smoking, as well as reporting multiple health-risk behaviors. Social isolation was also positively associated with blood pressure, C-reactive protein, and fibrinogen levels. Conclusions: Loneliness and social isolation may affect health independently through their effects on health behaviors. In addition, social isolation may also affect health through biological processes associated with the development of cardiovascular disease. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Social skills training for withdrawn unpopular children with physical disabilities: A preliminary evaluation.

Examined changes in self-concept, perceptions of support from close friends and classmates, and loneliness in 11 8.6–14.6 yr old withdrawn unpopular children with cerebral palsy or spina bifida who had been involved in a social skills training program. The program targeted 5 basic skills: interpersonal problem solving, verbal and nonverbal communication, initiating interactions with peers, conversational skills, and coping with difficult others. To assess the impact of the program, Ss were evaluated before the intervention, after the 10-wk intervention, and at a 6-mo follow-up. Findings indicate that group social skills training may be effective in decreasing feelings of loneliness and increasing perceptions of social acceptance in children who are withdrawn and unpopular at school. Ss' feelings of loneliness were associated with lower ratings of social acceptance and lower ratings of classmate support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's intention-cue detection as a function of maternal social behavior: Pathways to social rejection.

This study examined the role of maternal social behavior in children's behavioral reactions to provocation. Popular and rejected 1st graders and their mothers independently completed an intention-cue detection task. Mothers also completed a questionnaire assessing if their responses to their child were based on the child's intent. A moderate relation within the mother–child dyad was noted for all measures. Rejected children and their mothers reported more aggressive behavioral responses to nonhostile and ambiguous provocations than did popular children and their mothers. Mothers of popular children provided more prosocial resolutions to provocation than did mothers of rejected children. In addition, mothers of popular children focused more on the intent of their children's actions than did mothers of rejected children, particularly when behavior led to negative outcomes. Implications of these findings in terms of the correlates of social status are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What do the Montreal murders mean? Attitudinal and demographic predictors of attribution.

Investigated interpretations of the Montreal massacre by giving 348 students at 3 universities a questionnaire about causes of the massacre, their affective reactions to the event, and their attitudes on a variety of social issues. Factor analysis revealed relationships between the respondents' attributions, feelings, and general attitudes. In particular, there was evidence that attitudes about gender issues were central in organizing responses on many other issues. Understanding of the murders was complex: The majority agreed with several attributional statements, including the causal role for television violence and laxity of gun control laws. The 2 focal attributions in this study were that the murders were a product of societal sexism and that they were random and unpredictable; support for these was negatively related and the majority agreed with both positions. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributional Biases in Aggressive Children and Their Mothers.

To investigate if mothers and their aggressive children share the tendency to infer hostile motives from others' behavior in ambiguous social situations, 100 pairs of mothers and their clinic-referred or comparison children (50 boys and 50 girls) were asked to interpret hypothetical situations involving both overtly and relationally provocative scenarios. Results replicated previous findings of studies on social information processing of aggressive children and extended the findings to mothers of aggressive children. Findings were generally consistent with the hypothesis that mothers of aggressive children tend to view others' ambiguous actions as hostile, increasing the probability of responding with aggression and, in effect, modeling a hostile attributional bias for their children. Examinations of mothers' and their children's attributional and behavioral intentions suggested that mothers' and daughters' attributions and behavioral intentions were significantly correlated, whereas mothers' and sons' were not. Gender effects with regard to provocation type are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Locus of control, causal attributions, and affects in achievement-related contexts.

114 male and 94 female undergraduates completed the Multidimensional-Multiattributional Causality Scales, the Profile of Mood States, and a scale of commonly experienced feelings. On the basis of the theory outlined by B. Weiner et al (see record 1980-32563-001), it was hypothesized that particular affect clusters (pride, gratitude, guilt, and anger) would characterize Ss differing with respect to attributional style. Pride and its cognates were more common affective responses among Ss who attributed achievement successes to internal causes, whereas anger and surprise were more common among Ss who attributed achievement failures to external causes. Pride was more strongly related to success attributions for females than for males. Results provide moderate support for the linkage between causal attributions and affects. (French abstract) (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive sets, attribution, and social interaction.

Examined relationships among cognitive set variables, attribution, and behavior using 135 female undergraduates. Ss were given either positive-, negative-, or no-set information about the emotional health of a stimulus person prior to observing a videotaped social encounter. After viewing the tape, Ss were administered a free-response attribution measure or a distraction task. All Ss then engaged in actual social interaction with the stimulus person. Results indicate that (a) Ss receiving positive-set information wrote more positively valenced attributions and displayed more positive behavioral responses than did Ss receiving negative- and no-set information. (b) Ss who made attributions exhibited more pronounced behavioral responses as a function of the set manipulation than did those who did not make attributions. It is argued that the latter data reveal the important role of attribution in mediating the effects of set on behavior. Overall data are discussed as reflecting a control motivation in the production of attribution and behavior. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational approach to the assessment of social competence in children.

Generated and evaluated a taxonomy of the situations and tasks most likely to lead deviant children to experience social difficulties. In Study 1, elementary school teachers and clinicians were asked to notice such situations as they occurred. The outcome was a 44-item taxonomy of problematic social situations for children. This survey was administered to teachers of 45 socially rejected children (79% male) from Grades 3–5 and 39 adaptive children of the opposite sociometric criteria who were matched by sex and age to the rejected Ss. The survey was found to have high internal consistency and high test–retest reliability. Six situation types emerged as factors in analyses: Peer Group Entry, Response to Peer Provocations, Response to Failure, Response to Success, Social Expectations, and Teacher Expectations. Teachers rated the rejected group as having more problems than the adaptive group in each situation, but particularly in Response to Peer Provocations and Teacher Expectations. In Study 2, 15 items within the 6 factors were presented in a hypothetical format to 39 clinic-referred rejected aggressive children (77% males) from Grades 3–5 and 34 adaptive children selected by opposite criteria and matched by sex and age to the rejected aggressive Ss, who were asked to role play their responses. The items, in particular the provocation items, again differentiated the 2 groups. Sex and age differences were also found. The usefulness of this taxonomy in a 3-step model of clinical assessment is proposed. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)