Indirect Effects of Emotion Regulation on Peer Acceptance and Rejection: The Roles of Positive and Negative Social Behaviors

Autor/inn/en	Blair, Bethany L.; Gangel, Meghan J.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly
Titel	Indirect Effects of Emotion Regulation on Peer Acceptance and Rejection: The Roles of Positive and Negative Social Behaviors
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 62 (2016) 4, S.415-439, Artikel 4 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Emotional Response; Peer Acceptance; Rejection (Psychology); Child Behavior; Parent Attitudes; Mothers; Teacher Attitudes; Student Attitudes; Children; Path Analysis; Self Control; Cooperation; Antisocial Behavior; Prosocial Behavior; Aggression; Check Lists; Longitudinal Studies; Grade 2; Grade 5; Social Status; Statistical Analysis; Structural Equation Models; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Ablehnung; Elternverhalten; Mother; Mutter; Lehrerverhalten; Schülerverhalten; Child; Kind; Kinder; Pfadanalyse; Selbstbeherrschung; Co-operation; Kooperation; Checkliste; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Sozialer Status; Statistische Analyse
Abstract	A growing body of literature indicates that childhood emotion regulation predicts later success with peers, yet little is known about the processes through which this association occurs. The current study examined mechanisms through which emotion regulation was associated with later peer acceptance and peer rejection, controlling for earlier acceptance and rejection. Data included mother, teacher, and peer reports on 338 children (55% girls, 68% European American) at ages 7 and 10. A path analysis was conducted to test the indirect effects of emotion regulation at age 7 on peer acceptance and peer rejection at age 10 via positive social behaviors of cooperation and leadership, and negative social behaviors of indirect and direct aggression. Results indicated numerous significant indirect pathways. Taken together, findings suggest cooperation, leadership, and direct and indirect aggression are all mechanisms by which earlier emotion regulation contributes to later peer status during childhood. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01