Selected Recent Journal Articles

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.

Baardstu, S., Coplan, R.J., Karevold, E.B., Laceulle, O.M., & von Soest, T. (2019). Longitudinal pathways from shyness in early childhood to personality in adolescence: Do peers matter? Journal of Research on Adolescence. Advance online publication. doi: 10.1111/jora.12482

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.

Hipson, W., E., Coplan, R.J., & Séguin, D.G. (2019). Active emotion regulation mediates links between shyness and social adjustment in preschool. Social Development. Advance online publication. doi: 10.1111/sode.12372

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. Advance online publication. doi: 10.1080/10409289.2019.1572481

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.

Ding, X., Coplan, R.J., Deng, X., Ooi, L.L., Li, D., & Sang, B. (2018). Sad, scared, or rejected? A short-term longitudinal study of the predictors of social avoidance in Chinese children. Journal of Abnormal Child Psychology [Special Section: Social withdrawal and anxiety in childhood & adolescence: Interaction between individual tendencies and interpersonal learning mechanisms in development]. Advance online publication. doi: https://doi.org/10.1007/s10802-018-0476-9

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.

Janus, M., Brownell, M., Reid-Westoby, C., Bennett, T., Birken, C., Coplan, R.J., Duku, E., Ferro, M.A., Forer, B., Georgiades, S., Willem Gorter, J., Guhn, M., Maguire, J.L., Manson, H., Pei, J., & Santos, R. (2018). Establishing a protocol for building a pan-Canadian population-based monitoring system for early childhood development for children with health disorders: Canadian Children’s Health in Context Study (CCHICS). BMJ Open, 8: e023688.

Liu, J., Bowker, J., Coplan, R.J., Yang, P., Li, D., & Chen, X. (2018). Evaluating links among shyness, peer relations, and internalizing problems in Chinese young adolescents. Journal of Research on Adolescence. Advance online publication. doi: 10.1111/jora.12406

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.

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.

Liu, J., Xiao, B., Hipson, W., Coplan, R.J., Yang, P., & Cheah, C. (2018). Self-regulation, learning problems, and maternal authoritarian parenting in Chinese children: A developmental cascades model. Journal of Child and Family Studies, 27, 4060-4070.

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.

Zhu, J, Li, Y., Baldwin, D., Xie, Q., & Coplan, R.J. (2018). Unsociability and socio-emotional functioning in young: A short-term longitudinal study of young Chinese children. Infant and Child Development. Advance online publication. doi: 10.1002/icd.2099

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.

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, 117127.

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.