Modeling Emotional, Cognitive, and Behavioral Predictors of Peer Acceptance
Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic m...
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| Veröffentlicht in: | Child development 2002-11, Vol.73 (6), p.1775-1787 |
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| container_end_page | 1787 |
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| container_issue | 6 |
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| container_title | Child development |
| container_volume | 73 |
| creator | Mostow, Allison J. Izard, Carroll E. Fine, Sarah Trentacosta, Christopher J. |
| description | Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance. |
| doi_str_mv | 10.1111/1467-8624.00505 |
| format | Article |
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A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. 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A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.</description><subject>Affect</subject><subject>Behavior</subject><subject>Case studies</subject><subject>Child</subject><subject>Child Behavior</subject><subject>Child Behavior - psychology</subject><subject>Child development</subject><subject>Child psychology</subject><subject>Children</subject><subject>Choice Behavior</subject><subject>Cognition</subject><subject>Cognition & reasoning</subject><subject>Cognitive Development</subject><subject>Cognitive models</subject><subject>Developmental psychology</subject><subject>Elementary school students</subject><subject>Emotion</subject><subject>Emotional adjustment</subject><subject>Emotional Development</subject><subject>Emotional expression</subject><subject>Emotional intelligence</subject><subject>Emotions</subject><subject>Family studies</subject><subject>Female</subject><subject>Human behaviour</subject><subject>Humans</subject><subject>Information processing</subject><subject>Interpersonal Competence</subject><subject>Knowledge</subject><subject>Knowledge Level</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mediating Factors</subject><subject>Path Analysis</subject><subject>Peer Acceptance</subject><subject>Peer Group</subject><subject>Peer groups</subject><subject>Peer relations</subject><subject>Peer Relationship</subject><subject>Personality and Social Development</subject><subject>Predictor Variables</subject><subject>Psychology, Child</subject><subject>Social Cognition</subject><subject>Social Perception</subject><subject>Social skills</subject><subject>Social theory</subject><subject>Speech skills</subject><subject>Stanford-Binet Test</subject><subject>Theories</subject><subject>Verbal Ability</subject><subject>Verbal Behavior</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2002</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqFkc1vEzEQxS0EoqFw5oLQikNP3dbfH8c2DYWmlCIVOFquM1ucbtbB3hT63-OwUZC4xBfL837zxpqH0GuCj0g5x4RLVWtJ-RHGAosnaLStPEUjjLGpmaF4D73IeV6eVBr2HO0RyrXiho3Q9FOcQRu6u2qyiH2InWsPq3G860IfHuCwct2sOoUf7iHE5NrqOsEs-D6mXMWmugZI1Yn3sOxd5-Eleta4NsOrzb2Pvr6f3Iw_1Jefzz-OTy5rLxQTtW94Q295I4l2jHsHZoapc1oaogyU32IwmlJNPFdEe0-9ccxJLJgS0hPN9tHB4LtM8ecKcm8XIXtoW9dBXGWrqFJCa7ETFEoKpZjaCTJDRNncGnz3HziPq1SWli0xWhGCMS_Q8QD5FHNO0NhlCguXHi3Bdh2bXYdk1yHZv7GVjrcb29XtAmb_-E1OBXgzAJCC38qTCyk1F6bIfJB_hRYed42z47PJt2HsxnWeS6TbNiaN5EQWuR7kkHv4vZVdureybE3Y71fnFl9diJvp6Rc7ZX8A4kLAMA</recordid><startdate>200211</startdate><enddate>200211</enddate><creator>Mostow, Allison J.</creator><creator>Izard, Carroll E.</creator><creator>Fine, Sarah</creator><creator>Trentacosta, Christopher J.</creator><general>Blackwell Publishers Inc</general><general>Blackwell Publishers</general><general>Blackwell Publishing Ltd</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7TK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>U9A</scope><scope>7X8</scope></search><sort><creationdate>200211</creationdate><title>Modeling Emotional, Cognitive, and Behavioral Predictors of Peer Acceptance</title><author>Mostow, Allison J. ; 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A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.</abstract><cop>Boston, USA and Oxford, UK</cop><pub>Blackwell Publishers Inc</pub><pmid>12487493</pmid><doi>10.1111/1467-8624.00505</doi><tpages>13</tpages></addata></record> |
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| subjects | Affect Behavior Case studies Child Child Behavior Child Behavior - psychology Child development Child psychology Children Choice Behavior Cognition Cognition & reasoning Cognitive Development Cognitive models Developmental psychology Elementary school students Emotion Emotional adjustment Emotional Development Emotional expression Emotional intelligence Emotions Family studies Female Human behaviour Humans Information processing Interpersonal Competence Knowledge Knowledge Level Longitudinal Studies Male Mediating Factors Path Analysis Peer Acceptance Peer Group Peer groups Peer relations Peer Relationship Personality and Social Development Predictor Variables Psychology, Child Social Cognition Social Perception Social skills Social theory Speech skills Stanford-Binet Test Theories Verbal Ability Verbal Behavior |
| title | Modeling Emotional, Cognitive, and Behavioral Predictors of Peer Acceptance |
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