TY - JOUR
T1 - Concurrent and longitudinal associations of peers' acceptance with emotion and effortful control in kindergarten
AU - Hernández, Maciel M.
AU - Eisenberg, Nancy
AU - Valiente, Carlos
AU - Diaz, Anjolii
AU - Vanschyndel, Sarah K.
AU - Berger, Rebecca H.
AU - Terrell, Nathan
AU - Silva, Kassondra M.
AU - Spinrad, Tracy
AU - Southworth, Jody
N1 - Funding Information:
Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health (NIH) (R01HD068522). The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.
Publisher Copyright:
© The Author(s) 2015.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers' reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.
AB - The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten (N = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers' reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.
KW - Effortful control
KW - kindergarten
KW - negative emotion
KW - peer relationships
KW - positive emotion
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U2 - 10.1177/0165025415608519
DO - 10.1177/0165025415608519
M3 - Article
AN - SCOPUS:85007381511
SN - 0165-0254
VL - 41
SP - 30
EP - 40
JO - International Journal of Behavioral Development
JF - International Journal of Behavioral Development
IS - 1
ER -