Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.

Original languageEnglish (US)
Pages (from-to)349-366
Number of pages18
JournalSocial Development
Volume26
Issue number2
DOIs
StatePublished - May 1 2017

Fingerprint

Emotions
emotion
acceptance
Preschool Children
Interviews
preschool child
interview
Hispanic Americans
African Americans
ethnicity

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Sociology and Political Science
  • Social Sciences (miscellaneous)

Cite this

@article{217bd35fbcb6475bb64a4033c86ecd86,
title = "Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance",
abstract = "Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.",
author = "Lindsey, {Eric W.}",
year = "2017",
month = "5",
day = "1",
doi = "10.1111/sode.12201",
language = "English (US)",
volume = "26",
pages = "349--366",
journal = "Social Development",
issn = "0961-205X",
publisher = "Wiley-Blackwell",
number = "2",

}

Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance. / Lindsey, Eric W.

In: Social Development, Vol. 26, No. 2, 01.05.2017, p. 349-366.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Mutual Positive Emotion with Peers, Emotion Knowledge, and Preschoolers' Peer Acceptance

AU - Lindsey, Eric W.

PY - 2017/5/1

Y1 - 2017/5/1

N2 - Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.

AB - Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.

UR - http://www.scopus.com/inward/record.url?scp=84978387405&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84978387405&partnerID=8YFLogxK

U2 - 10.1111/sode.12201

DO - 10.1111/sode.12201

M3 - Article

AN - SCOPUS:84978387405

VL - 26

SP - 349

EP - 366

JO - Social Development

JF - Social Development

SN - 0961-205X

IS - 2

ER -