Archbell, K.A., Coplan, R.J., & Rose-Krasnor, L. (2020). What did your child do today? Describing young children’s daily activities outside of school. Journal of Early Childhood Research, 18, 189-199.
Baardstu, S., Coplan, R.J., Karevold, E.B., Laceulle, O.M., & von Soest, T. (2020). Longitudinal pathways from shyness in early childhood to personality in adolescence: Do peers matter? Journal of Research on Adolescence, 30, 362-379.
Bowker, J.C., Ooi, L.L., Coplan, R.J., & Etkin, R.G. (2020). When is it okay to be alone? Gender differences in normative beliefs about social withdrawal. Sex Roles, 82, 482-492.
Bullock, A., Xiao, B., Xu, G., Lui, J., Coplan, R.J., & Chen, X. (2020). Unsociability, peer relations, and psychological maladjustment among children: A moderated-mediated model. Social Development. Advance online publication. doi: 10.1111/sode.12444
Kirkpatrick, A., Rose-Krasnor, L., Ooi, L.L., & Coplan, R.J. (2020). Coaching the quiet: Exploring coaches’ beliefs about shy children in a sports context. Psychology of Sports and Exercise, 47, 101640. doi: 10.1016/j.psychsport.2019.101640
Zava, F., Watanabe, L.K., Sette, S., Baumgartner, E., Laghi, F. & Coplan, R.J. (2020). Young children’s perceptions and beliefs about hypothetical shy, unsociable, and socially avoidant peers at school. Social Development, 29, 89-109.
Cheah, C.S.L., Yu, J., Liu, J., & Coplan, R.J. (2019). Chinese children’s cognitive appraisal moderates associations between psychologically controlling parenting and children’s depressive symptoms. Journal of Adolescence, 76, 109-119.
Coplan, R.J., Hipson, W.E., Archbell, K.A., Ooi, L.L., Baldwin, D., & Bowker, J.C. (2019). Seeking more solitude: Conceptualization, assessment, and implications of aloneliness. Personality and Individual Differences, 148, 17-26.
Coplan, R.J., Ooi, L.L., & Baldwin, D. (2019). 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 from Multiple Perspectives and Contexts], 53, 47-57.
Ding, X., Coplan, R.J., Deng, X., Ooi, L.L., Li, D., & Sang, B. (2019). Sad, scared, or rejected? A short-term longitudinal study of the predictors of social avoidance in Chinese children. Journal of Abnormal Child Psychology, 47, 1265-1276.
Li, Y., Zhu, J., Wood, K.R., Coplan, R.J., & Chen, X. (2019). Shyness and socio-emotional functioning in young Chinese children: The moderating role of receptive vocabulary. Early Education and Development, 30, 590-607.
Sette, S., Baldwin, D., Zava, F., Baumgartner, E., & Coplan, R.J. (2019). Shame on me? Shyness, social experiences at preschool, and young children’s self-conscious emotions. Early Childhood Research Quarterly, 47, 229-238.
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, 27, 2943-2953.
Bullock, A., Liu, J., Cheah, C.S.L., Coplan, R.J., Chen, X., & Li, D. (2018). The role of parental psychological control in the links between shyness and socio-emotional adjustment in Chinese adolescents. Journal of Adolescence, 68, 117-126.
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, 68, 117-126.
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.
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.
Liu, J., Xiao, B., Coplan, R.J., Chen, X., & Li, D. (2018). Cross-lagged panel analyses of child shyness, maternal and paternal authoritarian parenting, and teacher-child relationships in Mainland China. Journal of Child and Family Studies, 27, 4116-4125.
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, 36, 501-507.
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.