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

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...

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Bibliographic Details
Published in:Social development (Oxford, England) England), 2017-05, Vol.26 (2), p.349-366
Main Author: Lindsey, Eric W.
Format: Article
Language:English
Subjects:
Acceptance
Black American people
Children & youth
emotion
Emotions
Ethnicity
Hispanic American people
Hispanic people
Peer acceptance
Peers
peers/peer relations
perspective taking
Positive affect
preschool
Preschool children
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Summary: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.
ISSN:0961-205X
1467-9507
DOI:10.1111/sode.12201