Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors

Hatice Nur Gökcan; Menekşe Boz

doi:10.26466/opusjsr.1907234

EN TR

Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors

Abstract

The primary aim of this study is to examine the relationship between preschool children’s social preferences and their levels of behavioral inhibition, and to determine whether this relationship differs according to various demographic variables. This study was conducted using a relational survey model, one of the quantitative research methods. The sample consisted of 297 children attending public independent preschools in the Tuzla district of Istanbul, selected through convenience sampling. Data were collected using a Personal Information Form, the Child Social Preference Scale-3 (CSPS-3), and the Behavioral Inhibition Questionnaire (BIQ). Prior to the analyses, the assumptions of normality were examined, and non-parametric statistical tests were employed accordingly. Research findings indicate contextual and conceptual differences between teachers’ and parents’ evaluations of children’s social preferences, suggesting that children may display different behaviors across school and family contexts, particularly in relation to shyness, associality, and social avoidance. Another key finding shows a significant association between parents’ observations of temperament-based inhibition and teachers’ evaluations of social preference at school, indicating that biologically based inhibition observed at home may be a key determinant of social withdrawal in school. Regarding demographic variables, parental education level was found to influence children’s social adjustment and anxiety, while the number of siblings was associated with social preference and inhibition behaviors.

Keywords

Behavioral inhibition, social preference, social skill, social development, social avoidance, shyness

Okul öncesi dönem çocuklarında sosyal tercihler ve davranışsal inhibisyon: Ebeveyn ve öğretmen değerlendirmeleri

Abstract

Bu çalışmanın temel amacı, okul öncesi dönem çocuklarının sosyal tercihleri ile davranışsal inhibisyon düzeyleri arasındaki ilişkiyi incelemek ve bu ilişkinin çeşitli demografik değişkenlere göre farklılaşma durumunu tespit etmektir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin benimsendiği araştırmanın örneklemini İstanbul ili Tuzla ilçesindeki resmi bağımsız anaokullarına devam eden 297 çocuk oluşturmaktadır. Araştırma verileri; Kişisel Bilgi Formu, Çocuk Sosyal Tercih Ölçeği-3 (ÇSTÖ-3) ve Davranışsal İnhibisyon Anketi (DİA) aracılığıyla toplanmıştır. Verilerin analizinde normal dağılım varsayımları kontrol edilmiş ve analizlerde non-parametrik testlerden yararlanılmıştır. Araştırma bulgularında; çocukların sosyal tercihlerine yönelik öğretmen ve ebeveyn görüşlerinde bağlamsal ve kavramsal algı kaynaklı farklılık saptanmış olup, çocukların utangaçlık, asosyallik ve sosyal kaçınma içeren sosyal tercihlerinde okul ve aile bağlamında farklı davranışlar sergiledikleri ifade edilmektedir. Fakat bir diğer bulgu ise, ebeveynlerin mizaç temelli inhibisyon davranışlarına yönelik gözlemleri ile öğretmenlerin okulda sosyal tercih değerlendirmeleri arasında saptanan anlamlı ilişki; evde gözlenen biyolojik temelli inhibisyon yapısının okul ortamında sosyal geri çekilme davranışlarının temel belirleyicisi olabileceğini ifade etmektedir. Demografik değişkenler açısından değerlendirildiğinde; ebeveyn eğitim düzeyinin çocukların sosyal uyumları ve kaygı düzeyleri üzerinde belirleyici bir etkiye sahip olduğu; kardeş sayısının sosyal tercih ve inhibisyon davranışları ile ilişkili olduğu sonucuna ulaşılmıştır.

Keywords

Davranışsal inhibisyon, sosyal tercih, sosyal beceri, sosyal gelişim, sosyal kaçınma, utangaçlık

Ethical Statement

This study was conducted in accordance with the principles of research and publication ethics.

References

Asendorpf, J. B. (1990). Abnormal shyness in children. Journal of Child Psychology and Psychiatry, 34, 1069–1083. https://doi.org/10.1111/j.1469-7610.1993.tb01774.x
Atış Akyol, A., Karaman, Ö., Yılmaz, M., & Essau, C. A. (2024). Attachment styles and social competence among preschool children: The mediating role of parental sensitivity. Early Child Development and Care, 194(5), 699–713. https://doi.org/10.1080/03004430.2023.2247594
Ballespí, S., Jané, M. C., & Riba, M. D. (2012). Who should report abnormal behavior at preschool age? The case of behavioral inhibition. Child Psychiatry and Human Development, 43(1), 48–69. https://doi.org/10.1007/s10578-011-0250-5
Barker, T. V., Buzzell, G. A., & Fox, N. A. (2019). Approach, avoidance, and the detection of conflict in the development of behavioral inhibition. New Ideas in Psychology, 53, 2–12. https://doi.org/10.1016/j.newideapsych.2018.07.001
Bierman, K. L., Smooth, D. L., & Aumiller, K. (1993). Characteristics of aggressive-rejected, aggressive-nonrejected, and rejected (nonaggressive) boys. Child Development, 64, 139–151. https://doi.org/10.2307/1131442
Bishop, G., Spence, S. H., & McDonald, C. (2003). Can parents and teachers provide a reliable and valid report of behavioral inhibition? Child Development, 74(6). https://doi.org/10.1046/j.1467-8624.2003.00645.x
Bornstein, M. H., & Bradley, R. H. (2014). Socioeconomic status, parenting, and child development. ResearchGate. https://doi.org/10.4324/9781410607027
Camodeca, M., Caravita, S., & Coppola, G. (2015). Bullying in preschool: The associations between participant roles, social competence, and social preference. Aggressive Behavior, 41, 310–321. https://doi.org/10.1002/ab.21541
Cappelen, A., List, J., Samek, A., & Tungodden, B. (2019). The effect of early childhood education in social preferences. Journal of Political Economy, 128(7), 2739–2758. https://doi.org/10.1086/706858
Christensen, L. B., Johnson, B. R., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz (A. Aypay, Çev. Ed.). Anı Yayıncılık.

Chronis-Tuscano, A., Degnan, K. A., Pine, D. S., Perez-Edgar, K., Henderson, H. A., Diaz, Y., Raggi, V. L., & Fox, N. A. (2018). Stable early maternal report of behavioral inhibition predicts lifetime social anxiety disorder in adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 57(1), 45–52. https://doi.org/10.1016/j.jaac.2017.10.009
Clauss, J. A., & Blackford, J. U. (2012). Behavioral inhibition and risk for developing social anxiety disorder: A meta-analytic study. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 1066–1075. https://doi.org/10.1016/j.jaac.2012.08.002
Coplan, R. J., & Arbeau, K. A. (2008). The stresses of a “brave new world”: Shyness and school adjustment in kindergarten. Journal of Research in Childhood Education, 22(4), 37. https://doi.org/10.1080/02568540809594634
Coplan, R. J., Ooi, L. L., Xiao, B., & Rose‐Krasnor, L. (2018). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27(1), 125–139. https://doi.org/10.1111/sode.12258
Coplan, R. J., Prakash, K., O’Neil, K., & Armer, M. (2004). Do you “want” to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40(2), 244–258. https://doi.org/10.1037/0012-1649.40.2.244
Coplan, R. J., & Rubin, K. H. (2010). Social withdrawal and shyness in childhood. Child Development Perspectives, 4(1), 26–32. https://doi.org/10.1146/annurev.psych.60.110707.163642
Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (4. baskı). Eğiten Kitap.
Degnan, K. A., Almas, A. N., & Fox, N. A. (2010). Temperament and the environment in the etiology of childhood anxiety. Journal of Child Psychology and Psychiatry, 51(4), 497–517. https://doi.org/10.1111/j.1469-7610.2010.02228.x
Degnan, K. A., & Fox, N. A. (2007). Behavioral inhibition and anxiety disorders: Multiple levels of a resilience process. Development and Psychopathology, 19(3), 729–746. https://doi.org/10.1017/S0954579407000363
DeMayo, B., & Olson, K. R. (2023). Comparing methods of social preference assessment in childhood. Social Development, 33, 1–18. https://doi.org/10.1111/sode.12736
Donovan, C. L., & Spence, S. H. (2000). Prevention of childhood anxiety disorders. Clinical Psychology Review, 65(4), 627–635. https://doi.org/10.1016/S0272-7358(99)00040-9
Dunham, Y. (2018). Mere membership. Trends in Cognitive Sciences, 22(9), 780–793 . https://doi.org/10.1016/j.tics.2018.06.004
Espinosa-Fernández, L., García-López, L. J., Muela Martínez, J. A., & Ordóñez-Ortega, A. (2023). Understanding children with behavioral inhibition: Multi-informant approach in educational and family contexts. Revista Portuguesa de Educação, 63(2), 13–29. https://doi.org/10.14195/1647-8606_63-2_1
Essex, M. J., Klein, M. H., Slattery, M. J., Goldsmith, H. H., & Kalin, N. H. (2010). Early risk factors and developmental pathways to chronic high inhibition and social anxiety disorder in adolescence. American Journal of Psychiatry, 167(1), 40–46. https://doi.org/10.1176/appi.ajp.2009.07010051
Fox, N. A., Buzzell, G. A., Morales, S., Valadez, E. A., Wilson, M., & Henderson, H. A. (2021). Understanding the emergence of social anxiety disorder in youth with behavioral inhibition. Biological Psychiatry, 89(7), 681–689. https://doi.org/10.1016/j.biopsych.2020.10.001
Fox, N. A., Henderson, H. A., Marshall, P. J., Nichols, K. E., & Ghera, M. M. (2005). Behavioral inhibition: Linking biology and behavior within a developmental framework. Annual Review of Psychology, 56, 235–262. https://doi.org/10.1146/annurev.psych.55.090902.141532
Fox, N. A., Zeytinoğlu, S., Valadez, E. A., Buzzell, G. A., Morales, S., & Henderson, H. A. (2023). Annual research review: Developmental pathways linking early behavioral inhibition to later anxiety. Journal of Child Psychology and Psychiatry, 64(4), 537–561. https://doi.org/10.1111/jcpp.13702
Gagnon, S. C., & Nagle, R. J. (2023). Parent and teacher ratings of social competence in child with internalizing and externalizing problems. Early Child Development and Care, 183(2), 188–205. https://doi.org/10.1080/03004430.2012.665765
Garcia-Coll, C., Kagan, J., & Reznick, J. S. (1984). Behavioral inhibition in young children. Child Development, 55, 1005–1019. https://doi.org/10.2307/1130152
Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis–stress model of internalizing trajectories in childhood. Child Development, 74(1), 257–278. https://doi.org/10.1111/1467-8624.00534
Gebremariam, M. K., Lien, N., Torheim, L. E., Andersen, L. F., Melbye, E. L., Glavin, K., et al. (2015). Perceived rules and accessibility: Measurement and mediating role in the association between parental education and vegetable and soft drink intake. Nutrition Journal, 15, Article 76. https://doi.org/10.1186/s12937-016-0196-3
Gensthaler, A. A., Möhler, E., Resch, F., Paulus, F., Schwenck, C., Freitag, C., & Goth, K. (2013). Retrospective assessment of behavioral inhibition in infants and toddlers: Development of a parent report questionnaire. Child Psychiatry & Human Development, 44(1), 152–165. https://doi.org/10.1007/S10578-012-0316-Z
Hall, T. (2020). Review of experimental social behavioral intervention for preschool children: An evidenced-based synthesis. SAGE Open, 1–13. https://doi.org/10.1177/2158244019899420
Hirshfeld-Becker, D. R., Biederman, J., Calltharp, S., Rosenbaum, E. D., Faraone, S. V., & Rosenbaum, J. F. (2004). Behavioral inhibition and disinhibition as hypothesized precursors to psychopathology: Implications for pediatric bipolar disorder. Biological Psychiatry, 53, 985–999. https://doi.org/10.1016/S0006-3223(03)00316-0
Howe, N., & Recchia, H. (2014). Sibling relationships as a context for learning and development. Early Education and Development, 25(2), 155–159. https://doi.org/10.1080/10409289.2014.857562
Hwang, H. G., & Markson, L. (2020). The development of social exclusion detection in early childhood: Awareness of social exclusion does not always align with social preference. Journal of Cognition and Development, 21(2), 1–25. https://doi.org/10.1080/15248372.2019.1706521
Işıktekiner, S. F., & Dinçer, Ç. (2025). Çocuk sosyal tercih ölçeği-3 (ebeveyn ve öğretmen formu): Geçerlik ve güvenirlik çalışması. Fırat Üniversitesi Sosyal Bilimler Dergisi, 35(3), 859–875. https://doi.org/10.18069/firatsbed.1549667
Kallitsoglou, A. (2014). Inattention, hyperactivity and low parental education in children with conduct problems and poor reading skills. Journal of Research in Special Educational Needs, 14(4), 239–247. https://doi.org/10.1111/1471-3802.12006
Kılınç, S. (2020). Davranışsal İnhibisyon Anketi’nin ebeveyn formunun 3–7 yaş çocukları için Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması [Uzmanlık tezi, Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi].
Kinzler, K. D. (2021). Language as a social cue. Annual Review of Psychology, 72(1), 241–264. https://doi.org/10.1146/annurev-psych-010418-103034
McHale, S., Updegraff, K., & Whiteman, S. D. (2012). Sibling relationships and influences in childhood and adolescence. Journal of Marriage and Family, 74(5), 913–930. https://doi.org/10.1111/j.1741-3737.2012.01011.x
Metin Aslan, Ö. (2016). Davranışsal ketlenme, sosyal içe dönüklük, utangaçlık ve sosyal ilgisizlik üzerine bir derleme. Elektronik Sosyal Bilimler Dergisi, 15(57), 487–511. https://doi.org/10.17755/esosder.69298
Miri, S. M., & Shahrokh, Z. D. (2019). A short introduction to comparative research. ResearchGate. https://doi.org/10.13140/RG.2.2.20869.70888
Mortazavizadeh, M., Göller, L., & Forstmeier, S. (2022). The role of attachment security in children’s social and academic competence: A longitudinal study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.857012
Mudarra, M. J., Leon-Ruiz, M., & Lopez-Solez, C. (2022). Multi-informant assessment of social and emotional competencies: Parent-teacher agreement and contextual differences. International Journal of Environmental Research and Public Health, 19(18), Article 11527. https://doi.org/10.3390/ijerph191811527
Muris, P., Mayer, B., van Lint, C., & Hofman, S. (2008). Attentional control and psychopathological symptoms in children. Personality and Individual Differences, 44, 1495–1505. https://doi.org/10.1016/j.paid.2008.01.006
Muris, P., Van Brakel, A. M., Arntz, A., & Schouten, E. (2010). Behavioral inhibition as a risk factor for the development of childhood anxiety disorders: A longitudinal study. Journal of Family Studies, 29(2), 157–170. https://doi.org/10.1007/s10826-010-9365-8
Ningrum, L. D. K. (2024). Exploring the impact of sibling dynamics on emotional and behavioral growth. Sinergi International Journal of Psychology, 2(3), 198–209. https://doi.org/10.61194/psychology.v2i3.572
Öneren Şendil, Ç., & Tantekin Erden, F. (2014). Peer preference: A way of evaluating social competence and behavioural well-being in early childhood. Early Child Development and Care, 184(2), 230–246. https://doi.org/10.1080/03004430.2013.778254
Paulus, F., Backes, A., Sander, C., Weber, M., & Gontard, A. (2014). Anxiety disorders and behavioral inhibition in preschool children: A population-based study. Child Psychiatry & Human Development, 46, 150–157. https://doi.org/10.1007/s10578-014-0460-8
Rapee, R. M., Kennedy, S., Ingram, M., Edwards, S., & Sweeney, L. (2005). Prevention and early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and Clinical Psychology, 73, 488–497. https://doi.org/10.1037/0022-006X.73.3.488
Roskam, I., Stievenart, M., Meunier, J. C., & Noel, M. P. (2014). The development of children’s inhibition: Does parenting matter? Journal of Experimental Child Psychology, 122, 166–182. https://doi.org/10.1016/j.jecp.2014.01.003
Rubin, K. H., Bowker, J. C., & Coplan, R. J. (2021). Social withdrawal and shyness in childhood: History, theories, definitions and assessment. In The Cambridge handbook of shyness and social anxiety (pp. 3–26). Cambridge University Press.
Rubin, K. H., & Coplan, R. J. (2004). Paying attention to and not neglecting social withdrawal and social isolation. Merrill-Palmer Quarterly, 50, 506–534. http://dx.doi.org/10.1353/mpq.2004.0036
Rubin, K. H., Coplan, R. J., & Bowker, J. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 11.1–11.31.
Sahimi, N. N. (2012). Preschool children preferences on their school environment. Procedia - Social and Behavioral Sciences, 42, 55–62. https://doi.org/10.1016/j.sbspro.2012.04.166
Smith, M. (2001). Social and emotional competencies: Contributions to young African-American children’s peer acceptance. Early Education and Development, 12(1), 49–72. https://doi.org/10.1207/s15566935eed1201_4
Snyder, J., Prichard, J., Schrepferman, L., Patrick, M. R., & Stoolmiller, M. (2004). Child impulsiveness-inattention, early peer experiences, and the development of early onset conduct problems. Journal of Abnormal Child Psychology, 32(6), 579–594. https://doi.org/10.1023/b:jacp.0000047208.23845.64
Sulyok, R. S., Miklosi, M., Karpati, N., Györe, S., & Szabo, B. (2024). The discrepancies in parent and teacher reports of children’s behavioral inhibition provide domain-specific information about psychopathology and parenting. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2024.1457479
Şahan Aktan, B. (2017). Oyun yoluyla sosyal becerilerin desteklenmesi. In A. Önder & H. Arslan Çiftçi (Eds.), Erken çocuklukta oyun ve oyun yoluyla öğrenme. Nobel Yayınları.
Van Brakel, A. M. L., Muris, P., Bögels, S. M., & Thomassen, C. (2004). Relations between parent- and teacher-reported behavioral inhibition and psychopathological symptoms in children. Journal of Clinical Child and Adolescent Psychology, 33(3), 556–567. https://doi.org/10.1207/s15374424jccp3303_15
White, L. K., McDermott, J. M., Degnan, K. A., Henderson, H. A., & Fox, N. (2011). Behavioral inhibition and anxiety: The moderating roles of inhibitory control and attention shifting. Journal of Abnormal Child Psychology, 39, 735–747. https://doi.org/10.1007/s10802-011-9490-x
Zhu, J., Xiang, S., Yin, X., & Li, Y. (2024). Unsociability and social adjustment in Chinese preschool migrant children: The moderating role of receptive vocabulary. Frontiers in Psychology, 15, 1–11. https://doi.org/10.3389/fpsyg.2024.1259975
Zhu, J., Zou, S., Zhu, S., Xu, D., & Li, Y. (2025). Relations between unsociability, theory of mind and adjustment among kindergartners in China. Early Education and Development, 36(4), 931–945. https://doi.org/10.1080/10409289.2024.2435689

Details

Primary Language

English

Subjects

Child and Adolescent Development

Journal Section

Research Article

Authors

Hatice Nur Gökcan ^*
0000-0002-6487-225X
Türkiye

Menekşe Boz
0000-0002-6218-105X
Türkiye

Publication Date

May 24, 2026

Submission Date

March 11, 2026

Acceptance Date

May 23, 2026

Published in Issue

Year 2026 Volume: 23 Number: 2026

DOI

https://doi.org/10.26466/opusjsr.1907234

IZ

https://izlik.org/JA84LM95FD

APA

Gökcan, H. N., & Boz, M. (2026). Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors. OPUS Journal of Society Research, 23(2026), 1-15. https://doi.org/10.26466/opusjsr.1907234

AMA

1.Gökcan HN, Boz M. Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors. OPUS JSR. 2026;23(2026):1-15. doi:10.26466/opusjsr.1907234

Chicago

Gökcan, Hatice Nur, and Menekşe Boz. 2026. “Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors”. OPUS Journal of Society Research 23 (2026): 1-15. https://doi.org/10.26466/opusjsr.1907234.

EndNote

Gökcan HN, Boz M (May 1, 2026) Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors. OPUS Journal of Society Research 23 2026 1–15.

IEEE

[1]H. N. Gökcan and M. Boz, “Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors”, OPUS JSR, vol. 23, no. 2026, pp. 1–15, May 2026, doi: 10.26466/opusjsr.1907234.

ISNAD

Gökcan, Hatice Nur - Boz, Menekşe. “Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors”. OPUS Journal of Society Research 23/2026 (May 1, 2026): 1-15. https://doi.org/10.26466/opusjsr.1907234.

JAMA

1.Gökcan HN, Boz M. Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors. OPUS JSR. 2026;23:1–15.

MLA

Gökcan, Hatice Nur, and Menekşe Boz. “Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors”. OPUS Journal of Society Research, vol. 23, no. 2026, May 2026, pp. 1-15, doi:10.26466/opusjsr.1907234.

Vancouver

1.Hatice Nur Gökcan, Menekşe Boz. Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors. OPUS JSR. 2026 May 1;23(2026):1-15. doi:10.26466/opusjsr.1907234

Social Preference and Behavioral Inhibition in Preschool Children: Multi-Informant Evaluations and Demographic Predictors

Abstract

Keywords

Okul öncesi dönem çocuklarında sosyal tercihler ve davranışsal inhibisyon: Ebeveyn ve öğretmen değerlendirmeleri

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite