Baardstu, S., Coplan, R.J., Eliassen, E., Brandlistuen, R.E., & Wang, M.V. (2022). Exploring the role of teacher-child relationships in the longitudinal associations between childhood shyness and social functioning at school: A prospective cohort study. School Mental Health [Special Issue on School Relationships]. Advance on-line publication. https://doi.org/10.1007/s12310-022-09518-1
Bekkhus, M., Baldwin, D., Coplan, R.J., von Soest, T., Skaret, S., Ulset, V., & Borge, A.I.H. (2022). Examining launch and snare effects in the longitudinal associations between shyness and socio-emotional difficulties in childhood. Social Development, 31(1), 109-125. https://doi.org/10.1111/sode.12528
Bullock, A., Xiao, B., Liu, J., Coplan, R.J., & Chen, X. (2022). Shyness, parent-child relationships, and peer difficulties during the middle school transition. Journal of Child and Family Studies, 31(1), 86-98. https://doi.org/10.1007/s10826-021-01979-3
Ding, X., Zhang, W., Ooi, L.L., Coplan, R.J., Zhang, S., & Dong, Q. (2022). Longitudinal relations between social avoidance, academic achievement, and adjustment in Chinese children. Journal of Applied Developmental Psychology, 79, 101385. https://doi.org/10.1016/j.appdev.2021.101385
Janus, M., Ryan, J., Pottruff, M., Reid-Westoby, C., Brownell, M., Bennett, T., Birken, C.S., Duku, E., Ferro, M.A., Forer, B., Georgiades, S., Gorter, J.W., Guhn, M., Maguire, J., Manson, H., Pei, J. Santos, R, & Coplan, R.J. (2022). Population-based teacher-rated assessment of anxiety among Canadian kindergarten children. Child Psychiatry and Human Development. Advance on-line publication. https://doi.org/10.1007/s10578-022-01332-9
Na, H., Gangmin, X., Chen, X., Yuan, M., Liu, J., Coplan, R.J., Li, D. & Chen, X. (2022). A parallel latent growth model of affinity for solitude and depressive symptoms among Chinese early adolescents. Journal of Youth & Adolescence, 51(5), 904-914. https://doi.org/10.1007/s10964-022-01595-4
Mjelve, L.H., Nyborg, G., Arnesen, A., Bjørnebekk, G., Crozier, R., & Coplan, R.J. (2022). Teachers’ strategies for managing shy students’ anxiety at school. Nordic Psychology. Advanced on-line publication. https://doi.org/10.1080/19012276.2022.2058072
Mjelve, L.H., Nyborg, G., Arnesen, A., Bjørnebekk, G., Crozier, R., & Coplan, R.J. (2022). Characteristics of teacher-nominated shy students in Norwegian elementary schools. Journal of Research in Childhood Education. Advanced on-line publication. https://doi.org/10.1080/02568543.2022.2027582
Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, W. R., & Coplan, R.J. (2022). Working relationally with shy students: Pedagogical insights from teachers and students. Learning, Culture, and Social Interaction, 33, 100610. https://doi.org/10.1016/j.lcsi.2022.100610
Sette, S., Zava, F., Baumgartner, Laghi. F. & Coplan, R.J. (2022). Exploring the role of play behaviors in the links between preschoolers’ shyness and teacher-child relationships. Early Education and Development, 33(2), 187-203. https://doi.org/10.1080/10409289.2021.1885237
Bekkhus, M., Baldwin, D., Coplan, R.J., von Soest, T., Skaret, S., Ulset, V., & Borge, A.I.H. (2021). Examining launch and snare effects in the longitudinal associations between shyness and socio-emotional difficulties in childhood. Social Development. Advance online publication. https://doi.org/10.1111/sode.12528
Coplan, R.J., Hipson, W.E., & Bowker, J.C. (2021). Social withdrawal and aloneliness in adolescence: Examining the implications of too much and not enough solitude. Journal of Youth and Adolescence, 50(6), 1219-1233. https://doi.org/10.1007/s10964-020–1365-0
Hipson, W.E., Coplan, R.J., Dufour, M., Watanabe, L.K., Wood, K.R., & Bowker, J.C. (2021). Time alone well spent? A person-oriented analysis of adolescents’ solitary activities. Social Development. Advance online publication. https://doi.org/10.1111/sode.12518
Hipson, W.E., Kiritchenko, S., Mohammad, S.M., & Coplan, R.J. (2021). Examining the language of solitude vs. loneliness in tweets. Journal of Social and Personal Relationships, 38(5), 1596-1610. https://doi.org/10.1177/0265407521998460
Nguyen, K., Coplan, R.J., Archbell, K., & Rose-Krasnor, L. (2021). Coaches’ beliefs about shy children and adolescents in the context of team sports. International Sport Coaching Journal, 8(3), 328-337. https://doi.org/10.1123/iscj.2020-0078
Xiao, B., Bullock, A., Liu, J., & Coplan, R.J. (2021). Unsociability, peer rejection, and loneliness in Chinese early adolescents: Testing a cross-lagged model. Journal of Early Adolescence, 41(6), 865-886. https://doi.org/10.1177/0272431620961457
Wood, K.R., Coplan, R.J., Hipson, W.E., & Bowker, J.C. (2021). Normative beliefs about social withdrawal in adolescence. Journal of Research on Adolescence, 32(1), 372-381. https://doi.org/10.1111/jora.12617
Zava, F., Sette, S., Baumgartner, & Coplan, R.J. (2021). Shyness and empathy in early childhood: Examining links between feelings of empathy and empathetic behaviours. British Journal of Developmental Psychology, 39(1), 54-77. https://doi.org/10.1111/bjdp.12347
Zhong, J., Liu, J., Xu, G., Zheng, H., Bowker, J.C., & Coplan, R.J. (2021). Measurement invariance of two different short forms of the Social Interaction Anxiety Scale (SIAS) and Social Phobia Scale (SPS) in Chinese and American samples. European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000689
Zhu, J., Ooi, L.L., Wu, M., Li, Y., Coplan, R.J., & Cao, Y. (2021). Exploring the links between unsociability, parenting behaviors, and socio-emotional functioning in young children in suburban China. Early Education and Development, 32(7), 963-980. https://doi.org/10.1080/10409289.2020.1821538
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(2), 362-379. https://doi.org/10.1111/jora.12482
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, 29(4). 1014-1030. https://doi.org/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.
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.