A recent study published in the Journal of Early Adolescence explores the experiences of social withdrawal among children and early adolescents. The researchers aimed to understand how different motivations for social withdrawal are related to feelings of loneliness and aloneliness, and how these feelings, in turn, contribute to internalizing problems like social anxiety and depression.
The findings indicate that shyness is strongly linked to loneliness and internalizing problems, while unsociability is primarily associated with aloneliness and indirectly linked to depression.
The transition from childhood to adolescence is marked by significant social changes. Peers become increasingly important, and children develop a greater desire for peer conformity and autonomy from their families. However, this period can be particularly challenging for socially withdrawn children, who may struggle with poor social participation and face risks of developing internalizing problems such as social anxiety and depression.
The new study aimed to investigate the different reasons why children withdraw socially and how these motivations impact their subsequent mental health. Importantly, the researchers distinguished between shyness and unsociability, and loneliness and aloneliness.
Shyness is characterized by a desire for social interaction coupled with social anxiety and fear, leading to withdrawal from social opportunities. In contrast, unsociability is marked by a preference for solitude and an enjoyment of solitary activities without the presence of social fear.
On the other hand, loneliness refers to the dissatisfaction with the quantity and quality of one’s social relationships, reflecting an unmet need to belong. Aloneliness, a newer concept, denotes dissatisfaction with the amount of time spent alone, indicating an unmet need for solitude.
By differentiating these constructs, the researchers aimed to better understand the unique pathways through which different types of social withdrawal can lead to distinct emotional experiences and mental health outcomes in children and adolescents.
The study involved 459 children and early adolescents, ranging in age from 8 to 14 years, with a mean age of 11.24 years. The participants were recruited from primary and middle schools across different regions of Italy, including Northern, Central, and Southern parts of the country. Approximately 53.8% of the participants were girls, and around 14% had an immigrant background.
The participants were asked to complete online self-report questionnaires. These questionnaires measured shyness, unsociability, loneliness, aloneliness, social anxiety, and depression. The scales used included the Children Shyness Questionnaire, the Preference for Solitude Scale, the Children’s Loneliness and Social Dissatisfaction Scale, the Solitude and Aloneliness Scale, the Social Anxiety Scale for Children – Revised, and the Children Depression Inventory – Second Edition.
Shyness was assessed as a temperamental trait characterized by wariness and self-consciousness in social situations. Unsociability, on the other hand, was defined as a non-fearful preference for solitude. Loneliness was measured as social dissatisfaction, reflecting a gap between desired and actual social relationships. Aloneliness was a newer construct, referring to dissatisfaction with the quantity or quality of time spent alone.
The study revealed a complex web of associations among social withdrawal subtypes, loneliness, aloneliness, and internalizing problems. Shyness was strongly associated with both loneliness and internalizing problems, such as social anxiety and depression. This finding aligns with previous research indicating that shy children, who desire social interaction but are inhibited by social fear, often feel lonely and are at higher risk for anxiety and depression.
Unsociability, although generally considered a benign form of social withdrawal, was also linked to loneliness and aloneliness. Interestingly, while unsociability was not directly associated with internalizing problems in the full model, it was indirectly linked to depression through its association with aloneliness. This suggests that even children who prefer solitude might struggle with feelings of depression if they perceive they are not getting enough quality alone time.
Additionally, the study found that older children reported higher levels of loneliness, aloneliness, social anxiety, and depression. The impact of shyness on loneliness, and subsequently on social anxiety and depression, was stronger in early adolescents than in younger children. This highlights the increasing social pressures and expectations for peer interactions during early adolescence, making this developmental period particularly challenging for shy and unsociable children.
The study’s findings have important implications for intervention programs aimed at helping socially withdrawn children and adolescents. Many current interventions focus on improving peer relationships to alleviate loneliness. However, this study suggests that addressing the need for solitude and the quality of alone time might also be crucial.
Tailoring interventions to recognize and support the different motivations for social withdrawal could improve the socio-emotional outcomes for these children, helping them to better navigate their social worlds and reduce the risk of internalizing problems.
While the study provides valuable insights, it has several limitations. The cross-sectional design limits the ability to draw causal conclusions. Future research could employ longitudinal designs to explore the temporal relationships among these variables. The reliance on self-report measures might also inflate associations due to shared-method variance. Including multiple informants, such as parents, peers, and teachers, could provide a more comprehensive understanding.
Moreover, the study was conducted in Italy, potentially limiting the generalizability of the findings to other cultural contexts and socioeconomic groups. Replicating the study in different countries and among diverse populations would help validate the findings.
“A better understanding of the different underlying motivations for spending time alone – as well as an acknowledgment that some withdrawn children may benefit from more time alone – may help to improve socio-emotional outcomes for withdrawn youth,” the researchers concluded.
The study, “Loneliness and Aloneliness as Mediators of the Associations Between Social Withdrawal and Internalizing Problems in Late Childhood and Early Adolescence,” was authored by Matilde Brunetti, Stefania Sette, Emiddia Longobardi, Fiorenzo Laghi, and Robert J. Coplan.