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ERIC Number: EJ1150814
Record Type: Journal
Publication Date: 2016-Oct
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0272-930X
Indirect Effects of Emotion Regulation on Peer Acceptance and Rejection: The Roles of Positive and Negative Social Behaviors
Blair, Bethany L.; Gangel, Meghan J.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Keane, Susan P.; Shanahan, Lilly
Merrill-Palmer Quarterly: Journal of Developmental Psychology, v62 n4 Article 4 p415-439 Oct 2016
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Child Behavior Checklist
Grant or Contract Numbers: MH58144