Archbell, K.A., Coplan, R.J., Nocita, G. & Rose-Krasnor, L. (in press). Participation in structured performing arts activities in early to middle childhood: Frequency, psychological engagement, stress, and links with socio-emotional functioning. Merrill-Palmer Quarterly.

Barstead, M.G., Danko, C.M., Chronis-Tuscano, A., O’Brien, K.A., Coplan, R.J., & Rubin, K.H.  (2018). Generalization of an early intervention for inhibited preschoolers to the classroom setting. Journal of Child and Family Studies. Advance online publication. https://doi.org/10.1007/s10826-018-1142-0

Chronis-Tuscano, A., Danko, C.M., Rubin, K.H., Coplan, R.J., & Novick, D.R. (2018). Developmentally-grounded early interventions for young at risk for the development of social anxiety: Review and directions for future research. Journal of Clinical Child and Adolescent Psychology. Advance online publication. doi: 10.1080/15374416.2018. 1426006

 Coplan, R.J., Ooi, L.L., & Baldwin, D. (2018). Does it matter when we want to be alone? Exploring developmental timing effects in the implications of unsociability. New Ideas in Psychology [Special Issue: Personality Development within Different Contexts]. Advance online publication. doi: 10.1016/j.newideapsych.2018.01.001

Hughes, K. & Coplan, R.J. (2018). Why classroom climate matters for children high in anxious solitude: A study of differential susceptibility. School Psychology Quarterly, 33, 94-102.

Coplan, R.J., Ooi, L.L., Xiao, B., & Rose-Krasnor, L. (2018). Assessment and implications of multiple forms of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27, 125-139.

Li., Y., Archbell, K.A., Bullock, A., Yingjie, W. & Coplan, R.J. (2018). Chinese pre-service teachers’ beliefs about hypothetical children’s social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education, 71, 366-375.

Liu, J., Bullock, A., Coplan, R.J., Chen, X., Li, D, & Zhou, Y. (2018). Developmental cascades models linking peer victimization, depressive symptoms, and academic achievement in Chinese children. British Journal of Developmental Psychology, 36, 47-63.

Ooi, L.L., Baldwin, D., Coplan, R.J., & Rose-Krasnor, L. (2018). Young children’s preference for solitary play: Implications for socio-emotional and school adjustment. British Journal of Developmental Psychology. Advance online publication. doi:10.1111/bjdp.12236

Sang, B., Ding, X., Coplan, R.J., Liu, J., Pan, T., & Feng, X. (2018). Assessment and implications of social avoidance in Chinese early adolescents. Journal of Early Adolescence, 38, 554-573.

Sette, S., Hipson, W.E, Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R.J. (2018). Linking shyness with social and school adjustment in early childhood: The moderating role of inhibitory control. Early Education & Development [Special Issue – Moving Forward in the Study of Temperament and Early Education Outcomes: Mediating and Moderating Factors], 5, 675-690.

Bayram Özdemir, S.B., Cheah, C.S.L, & Coplan, R.J. (2017). Processes and conditions underlying the link between shyness and school adjustment in Turkish children. British Journal of Developmental Psychology, 35, 218-236.

Coplan, R.J., Liu, J., Cao, J., Chen, X., & Li, D. (2017). Shyness and school adjustment in Chinese children: The roles of teachers and peers. School Psychology Quarterly, 32, 131-142.

Lau, E.X., Rapee, R.M., & Coplan, R.J. (2017). Combining child social skills training with a parent early intervention program for inhibited preschool children. Journal of Anxiety Disorders, 51, 32-38.

Liu, J., Chen, X., Zhou, Y., Li, D., Fu, R., & Coplan, R.J. (2017). Relations of shyness-sensitivity and unsociability with adjustment in middle childhood and early adolescence in suburban Chinese children. International Journal of Behavioral Development, 4, 681-687.

Liu, J., Xiao, B., Hipson, W.E., Coplan, R.J., Li, D., & Chen, X. (2017). Self-control, peer relationships, and loneliness in Chinese children: A three year longitudinal study. Social Development, 26, 876-890.

Ooi, L.L., Nocita, G., Coplan, R.J., Zhu, J. & Rose-Krasnor, L. (2017). Beyond bashful: Examining links between social anxiety and young children’s socio-emotional and school adjustment. Early Childhood Research Quarterly, 41, 74-83.

Sette, S., Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R.J. (2017). Links between social withdrawal and socio-emotional functioning at preschool: The protective role of peer liking. Journal of Child and Family Studies, 26, 1196-1205.

Weeks, M., Coplan, R.J., & Ooi, L.L. (2017). Cognitive biases among early adolescents with elevated symptoms of anxiety, depression, and co-occurring symptoms of anxiety-depression. Infant and Child Development, 26, 1-16.

Zhu, J., Ooi, L.L., Li, Y., Coplan, R.J., Xie, Q., Zhang, Y., & Xu, P. (2017). Concomitants and outcomes of anxiety in Chinese kindergarteners: A one-year longitudinal study. Journal of Applied Developmental Psychology, 52, 24-33.

Coplan, R.J., Liu, J., Ooi, L., Chen, X., Li, D., & Ding, X. (2016). A person-oriented analysis of social withdrawal in Chinese children. Social Development, 25, 794-811.

Li, Y., Coplan, R.J., Archbell, K.A., Bullock, A., & Chen, L. (2016). Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior. Early Childhood Research Quarterly, 36, 122-132.

Sette, S., Baumgartner, E., & Laghi, F., & Coplan, R.J. (2016). The role of emotion knowledge in the links between shyness and children’s socio-emotional functioning at preschool. British Journal of Developmental Psychology, 34, 471-488.

Weeks, M., & Ooi, L., & Coplan, R.J. (2016). Cognitive biases and the link between shyness and social anxiety in early adolescence. Journal of Early Adolescence, 36, 1095-1171.

Chronis-Tuscano, A., Rubin, K. H., O’Brien, K.A., Coplan, R.J., Thomas, S.R., Dougherty, L.R., Cheah, C.S.L., Watts, K., Heverly-Fitt, S., Huggins, S.L., Menzer, M., Begle, A.S., & Wimsatt, M. (2015). Preliminary evaluation of a multimodal early intervention program for behaviorally inhibited preschoolers. Journal of Consulting and Clinical Psychology, 83, 534-540.

Coplan, R.J., Bullock, A., Archbell, K. & Bosacki, S. (2015). Preschool teachers’ attitudes, beliefs, and emotional reactions to young children’s peer group behaviors. Early Childhood Research Quarterly, 30, 117–127.

Coplan, R.J., Ooi, L.L., & Nocita, G. (2015). When one is company and two is a crowd: Why some children prefer solitude. Child Development Perspectives, 9, 133-137.

Coplan, R.J., Ooi, L.L., & Rose-Krasnor, L. (2015). Naturalistic observations of schoolyard social participation: Marker variables for socio-emotional functioning in early adolescence. Journal of Early Adolescence [Special Issue: Using Measurement to Understand and Impact Early Adolescents’ Experience in Schools], 35, 628-650.

Liu, J., Chen, X., Coplan, R.J., Ding, X., Zarbatany, L., & Ellis, W. (2015). Shyness and unsociability and their relations with adjustment in Chinese and Canadian children. Journal of Cross–Cultural Psychology, 46, 371-386.