Concurrent and longitudinal associations of peers’ acceptance with emotion and effortful control in kindergarten

Abstract

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.

Balance in Positive Emotional Expressivity Across School Contexts Relates to Kindergartners’ Adjustment

“…Positive expressivity, however, did not significantly predict teacher–student conflict; emotions of negative valence may be a stronger direct predictor (Hernández, Eisenberg, Valiente, Spinrad, et al, 2017). Also, some aspects of positive expressivity relate to exuberance and impulsivity (Kochanska et al, 2007; Putnam, 2012; Stifter et al, 2008), which could be positively associated with teacher–student conflict, whereas other aspects relate to agreeableness (Polak-Toste & Gunnar, 2006), which could be negatively associated with teacher–student conflict.…”

“…Children who are not aware of emotional norms in different settings, or who are unable to act in ways consistent with these norms, could have compromised social competence and psychological adjustment. Lower positivity expressed at lunch and recess than in the classroom may be a symptom of peer rejection, which could contribute to increased maladjustment (Reijntjes, Kamphuis, Prinzie, & Telch, 2010); however, this may be more likely for children who are less regulated given that there is some evidence that positive emotion predicts higher peer acceptance, particularly for children who have lower effortful control (Hernández, Eisenberg, Valiente, Diaz, et al, 2017). Children rejected by their peers, for example, have fewer chances of expressing happiness in primarily recreational settings with peers, which further decreases their opportunity to develop self-regulation skills through play (Savina, 2014).…”

“…Expressing positive emotions typically attracts social interaction and maintains positive social relationships (Fredrickson & Cohn, 2008; Shin et al, 2011; Sroufe, Schork, Motti, Lawroski, & LaFreniere, 1984). Positive expressivity has often been associated with greater social competence in childhood (Denham et al, 1990; Hernández, Eisenberg, Valiente, Spinrad, et al, 2017; Shin et al, 2011), and been negatively associated with externalizing behaviors (Buss, Kiel, Morales, & Robinson, 2014; Kim, Walden, Harris, Karrass, & Catron, 2007; Stifter, Putnam, & Jahromi, 2008) and internalizing symptoms (Dougherty, Klein, Durbin, Hayden, & Olino, 2010; Ghassabian et al, 2014; Olino et al, 2011; Walter & LaFreniere, 2000). These studies suggest that positive affect is associated with lower maladjustment, consistent with theory on emotion and psychopathology (Clark & Watson, 1991; Lonigan, Phillips, & Hooe, 2003).…”

Bidirectional associations between emotions and school adjustment

“…For example, children’s negative affect has negatively predicted positive parent–child relationship quality (Kochanska, Friesenborg, Lange, & Martel, 2004; Lipscomb et al, 2011). Regarding children’s relationships with others in school, children’s negative emotional expressivity (e.g., anger, sadness) has been associated with lower peer (Dougherty, 2006; Fabes, Hanish, Martin, & Eisenberg, 2002; Reijntjes, Kamphuis, Prinzie, & Telch, 2010; Sallquist et al, 2009; Valiente et al, 2012) and teacher–student relationship quality (Diaz et al, 2017; Hernández et al, 2017; Valiente et al, 2012). Some of these studies have been longitudinal (e.g., Dougherty, 2006; Fabes et al, 2002), but they have not used analyses that examine the directionality of effects (see meta-analysis by Reijntjes et al, 2010, for an exception on bidirectional associations between internalizing symptoms and peer victimization).…”

“…In contrast, theory suggests that positive emotion expressions invite and help maintain pleasant social interactions (Fredrickson, 2001), but there are relatively few empirical studies supporting this proposition. For example, children’s positive emotional expressivity has been positively associated with social competence with peers (Denham, Bassett, Mincic, et al, 2012; Dougherty, 2006; Hernández et al, 2017; Reschly, Huebner, Appleton, & Antaramian, 2008; Spinrad et al, 2004), and, to a lesser extent (because there are fewer studies), with teacher–student relationship quality (Hernández et al, 2016; Reschly et al, 2008). The research literature on parent–child relationships also suggests that children’s positive emotional expressivity may be a precursor to relationship quality; for instance, infants’ positive behaviors (e.g., smiling, laughter) have predicted fewer negative maternal parenting behaviors (Bridgett, Laake, Gartstein, & Dorn, 2013).…”