Marital conflict and boys' peer relationships: The mediating role of mother-son emotional reciprocity.

This study examined the role of mother-son emotional reciprocity in connections between marital conflict and the quality of boys' peer relationships. Parents from 84 intact families with preadolescent boys reported on the level of conflict in their marital relationship. Observations of mother-son interaction were coded for emotional reciprocity, and assessments of boys' peer relationships were obtained from both teachers and classmates. No direct connection between marital conflict and boys' peer relationships was observed. Rather, marital conflict affected boys' social competence indirectly, through its effect on the emotions expressed between mother and son. The findings support the proposal that emotional processes play an important role in connections between marital conflict and children's peer relationships and suggest that family emotional expressiveness deserves greater attention in both research and intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's emotional competence and attentional competence in early elementary school.

The current study examined the relations between two aspects of emotional competence--emotion knowledge and emotion expression, and children's attentional competence during one school year. Participants were 263 first- and second-grade students at two rural elementary schools. A multiple regression analysis showed that emotion knowledge predicted attentional competence while controlling for age, gender, verbal ability, and initial levels of attentional competence. Multiple regression analyses examining predictors of peer nominations of emotion expression showed that attentional competence predicted peer nominations of happiness, sadness, and anger expression, and emotion knowledge predicted peer nominations of anger expression. Potential improvements for prevention programs and the importance of the findings for school personnel are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Victims of peer aggression.

Developed a peer nomination scale to assess the degree to which children are subjected to direct physical and verbal abuse by peers. Ss were 165 boys and girls in the third through sixth grades. About 10% of the children could be classified as extremely victimized. Age and sex differences in victimization were nonsignificant. Children's victimization scores were uncorrelated with their aggression scores (also assessed by peer nominations), were negatively correlated with peer acceptance, and were positively correlated with peer rejection. When children's victimization and aggression scores were treated as dual predictors of peer rejection, over half of the variance in peer rejection could be accounted for. Implications of the fact that a small group of children consistently serve as targets of peer aggression are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation between academic achievement and social adjustment: Evidence from Chinese children.

A sample of children in Shanghai, P. R. China, initially aged 10 and 12 years, participated in this 2-year longitudinal project. Information on academic achievement and indexes of social adjustment, including social competence, aggression, social inhibition, leadership, and peer acceptance, was collected from multiple sources. It was found that academic achievement predicted children's social competence and peer acceptance. In turn, children's social functioning and adjustment, including social competence, aggression-disruption, leadership, and peer acceptance, uniquely contributed to academic achievement. These results generally supported the "reciprocal effects" model concerning the relations between academic achievement and social adjustment (S. P. Hinshaw, 1992). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction.

The distinction between friendship adjustment and acceptance by the peer group was examined. Third- through 5th-grade children (N?=?881) completed sociometric measures of acceptance and friendship, a measure of loneliness, a questionnaire on the features of their very best friendships, and a measure of their friendship satisfaction. Results indicated that many low-accepted children had best friends and were satisfied with these friendships. However, these children's friendships were lower than those of other children on most dimensions of quality. Having a friend, friendship quality, and group acceptance made separate contributions to the prediction of loneliness. Results indicate the utility of the new friendship quality measure and the value of distinguishing children's friendship adjustment from their general peer acceptance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social functioning and adjustment in Canadian-born children with Chinese and European backgrounds.

The purpose of the study was to examine social functioning and adjustment in peer context in Chinese Canadian and European Canadian children. A sample of elementary school children participated in the study. Data on social functioning, peer acceptance and rejection, and victimization were collected from peer assessments and sociometric nominations. The results indicated that Chinese Canadian children were viewed by peers as less aggressive-disruptive than European Canadian children. Chinese Canadian girls, but not boys, were more shy-sensitive than their European Canadian counterparts. Sociability was associated with peer acceptance, whereas aggression was associated with peer rejection and victimization. Shyness was associated with peer relationship difficulties more evidently in European Canadian children than in Chinese Canadian children. These results indicate the relevance of ethnic background to children's peer social experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers.

This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8–12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A cross-contextual analysis of boys' social competence: From family to school.

Examined the extent to which the hostile attributions and coercive behaviors of mothers and sons were associated with indices of aggression, acceptance by peers, and teacher-rated social competence in the peer group. Ss were 104 married and divorced mothers and their sons (aged 7–9 yrs). Mothers' and sons' hostile attributions were significantly related to the coerciveness of their interactions, but only mothers' attributions related to reports of the children's aggression in the classroom. Boys who reported many stressful events in their lives behaved coercively with their mothers and were viewed as more aggressive and less socially competent with peers. The relation between stressful life events and the boys' aggression with their peers was mediated, in part, by boys' coerciveness with their mothers. The association between boys' coerciveness with their mothers and social acceptance by peers appeared to be mediated by the aggressiveness of their interactions with their peers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning.

The relations of children's nonsocial behavior to their emotionality, regulation, and social functioning were examined in a short-term longitudinal study. Parents (primarily mothers) and teachers rated children's effortful regulation, emotionality, asocial behaviors, problem behaviors, and social acceptance, and children's nonsocial play behaviors were observed for two semesters. Peers also rated likability. Children's observed reticent activities were related to adults' ratings of high regulation, low externalizing problems, and high asocial behavior, as well as to low anger and low positive emotion. On the other hand, solitary play was associated with low positive emotion and low regulation over time and with high asocial behavior and high peer exclusion. Peer rejection mediated the relation of internalizing emotions (anxiety, low positive emotion) and regulation to solitary play later in the school year, and asocial play mediated the relation of internalizing emotions to both solitary and reticent play behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations of Aggressive Children During Peer Provocation and With a Best Friend.

Observational methods were used to examine aggressive children's peer relations in 2 contexts: when being teased by a peer and when interacting with a best friend. Because aggressive children may have more difficulty than nonaggressive children in both peer contexts, the authors also examined whether relations between behaviors across contexts varied as a function of aggression. Results indicated that aggression was related to children's behavior when provoked. Children's behavior when provoked was associated with fewer positive and more negative interactions with their best friend, particularly for aggressive children. Results are discussed with respect to social norms in middle childhood and informing interventions for aggressive children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's relationships with peers: differential associations with aspects of the teacher-child relationship

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.     

Mothers' supervision of their children's peer play: Relations with beliefs, perceptions, and knowledge.

Mothers (N?=?76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n?=?34) was observed supervising the play of their own children and a peer. Maternal perceptions of children's competence were negatively associated with the extent of mothers' involvement in children's play, whereas the quality of supervision was predicted by knowledge of socialization strategies and the interaction of beliefs and knowledge. Beliefs appeared to moderate the effects of maternal knowledge on mothers' behavior in that knowledge was associated with the quality of supervision only when mothers believed social skills were important and modifiable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital conflict and the quality of young children's peer play behavior: The mediating and moderating role of parent–child emotional reciprocity and attachment security.

Parent–child attachment security and dyadic measures of parent–child positive and negative emotional reciprocity were examined as possible mediators and moderators of the connection between marital conflict and children's peer play behavior. Eighty parents were observed in a laboratory play session with their 15- to 18-month-old child. Subsequently, at 36 months children were observed interacting with peers at their child care setting. Connections between marital conflict and children's positive peer interaction were mediated by mother–child attachment security, mother–child positive emotional reciprocity, and father–child negative emotional reciprocity. Connections between marital conflict and children's negative peer interaction were mediated by mother–child positive emotional reciprocity and father–child attachment security. Parent–child attachment security and negative emotional reciprocity emerged as important moderators of the connection between marital conflict and children's peer play behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital psychological and physical aggression and children's mental and physical health: Direct, mediated, and moderated effects.

Relations between marital aggression (psychological and physical) and children's health were examined. Children's emotional insecurity was assessed as a mediator of these relations, with distinctions made between marital aggression against mothers and fathers and ethnicity (African American or European American), socioeconomic status, and child gender examined as moderators of effects. Participants were 251 community-recruited families, with multiple reporters of each construct. Aggression against either parent yielded similar effects for children. Children's emotional insecurity mediated the relation between marital aggression and children's internalizing, externalizing, and posttraumatic stress disorder symptoms. No differences were found in these pathways for African American and European American families or as a function of socioeconomic status or child gender. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in the negative affective priming of aggressive behavior.

The negative affective priming of aggression was examined across different aversive contexts (general stress exposure and frustration) with a laboratory aggression paradigm that measured the intensity of shocks participants delivered to a putative employee. Participants' emotional responses were gauged via startle eyeblink reactions and self-report mood ratings. Aside from gender differences in overall aggression, men but not women exposed to general stress showed significant increases in aggression across blocks. However, frustration produced increases in aggression in both genders. Although both genders showed robust startle increases during stress, startle activation was related to increases in aggression in men and decreases in aggression in women. These findings suggest that general stress and experiences of negative emotion trigger physical aggressive responses more strongly in men than in women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing teacher and peer perceptions of aggression: An ecological approach.

Teacher and peer perceptions of aggression were investigated in a sample of 899 students. Teachers rated their students in Grades 3–8 on an 8-item scale assessing peer-directed aggression. Students completed a questionnaire within classrooms that measured acceptance, rejection, and peer-directed aggression. Both teachers and peers reported higher levels of aggression in boys than in girls. Teacher and peer perceptions of aggressive behavior were more congruent for boys than for girls, but this congruence differed significantly as a function of ethnicity. Significant differences among individual classrooms also existed in both teacher and peer ratings, as well as in the relationships between the 2 measures. Findings of gender, grade level, ethnic, and classroom differences are compared with previous research, and issues relevant to the identification of highly aggressive youth are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-representations and socioemotional competence in young children: A 3-year longitudinal study.

In a longitudinal study, the connections between children's self-representations at age 5 and their self-perceptions, socioemotional competence according to the teacher, and peer acceptance at age 8 were examined. The sample consisted of 60 children (33 boys, 27 girls). Self-representations at age 5 were assessed by the Puppet Interview (J. Cassidy, 1988). Results generally revealed the expected connections between the positiveness of self at age 5 and self-perceptions and socioemotional functioning 3 years later. These findings support the predictive validity of the Puppet Interview. Moreover, they suggest that young children do possess at least a rudimentary sense of being generally worthy and lovable, which can be assessed by using adequate, age-appropriate interviews. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer relations and school adjustment in ungraded primary children.

Researchers have reported a significant relationship between peer relations and school adjustment in same-age classrooms, but little is known about the contribution of peer relations to school adjustment in mixed-age classrooms. The present study investigated the contributions of peer acceptance, friendship, social status, and age relative to mixed-age classmates to children's attitudes toward school and to achievement in ungraded primary. Children's attitudes toward school were positively related to composite achievement scores. Achievement was predicted from demographic variables, children's attitudes, peer acceptance, and friendship status. With the effects of gender and race controlled, differences in school adjustment were related to both children's social status and whether they had friends. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of parenting as predictors of boys' sibling and peer relations

This study included 71 target boys (8 to 10 years), their siblings, and mothers to examine the relations among mothering, fathering, sibling aggression, and peer outcomes. Siblings whose mothers were known to be more rejecting were observed and reported to be more aggressive with one another than siblings whose mothers were less rejecting. Moreover, boys who experienced more aggressive sibling interactions were more likely to be nominated by their peers as being aggressive and were less accepted by their peers. Although fathering failed to evince a direct influence on sibling aggression, an indirect effect was evidenced in that less accepting fathering related to more rejecting mothering. It appeared that boys' aggressive experiences with their siblings mediated, in part, the association between maternal rejection and their peer aggression and that peer aggression was a mediating link between sibling aggression and boys' acceptance by their peers.     

Children's consensual knowledge about the experiential determinants of emotion.

Gave 3 groups (kindergartners, 3rd graders, and 6th graders) of 32 Ss each vignettes describing experiences that were likely to produce emotional states, and determined their consensus about the probable affective reaction. A sample of 8 social and personal (private) experiences was used in the vignettes: success, failure, dishonesty (caught or not caught), experiencing nurturance or aggression, and experiencing justified or unjustified punishment. The potential affective reactions that Ss were asked to choose among included happiness, sadness, anger, fear, and neutral affect. There were no sex differences. Ss of all ages agreed that relatively simple experiences such as success and nurturance would elicit a happy reaction. For other categories of experience, multiple consensus appeared for more than one affective reaction. There were developmental differences in the affective reactions anticipated to 5 of the 8 experience categories. Results are discussed in terms of cognitive and social learning determinants of knowledge about the experiential antecedents of emotion for oneself and others. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)