Peer-Assessed Emotional Expressivity: Unique Association with Status in the Peer Group

Autor/inn/en	Kwon, Kyongboon; Willenbrink, Jessica B.; Hanrahan, Amanda R.
Titel	Peer-Assessed Emotional Expressivity: Unique Association with Status in the Peer Group
Quelle	In: Journal of Early Adolescence, 38 (2018) 7, S.908-922 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431617704957
Schlagwörter	Peer Groups; Social Behavior; Elementary School Students; Gender Differences; Psychological Patterns; Peer Acceptance; Grade 4; Grade 5; Grade 6; Regular and Special Education Relationship; Correlation; Emotional Response; Multiple Regression Analysis; Predictor Variables; Statistical Analysis; Maximum Likelihood Statistics; Racial Differences + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Social behaviour; Soziales Verhalten; Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Korrelation; Emotionales Verhalten; Prädiktor; Statistische Analyse; Rassenunterschied
Abstract	We examined the association between peer-assessed emotional expressivity and children's status in the peer group after controlling for social behavior. Participants were 417 elementary school children (X-bar age = 10 years) from a Midwestern urban community and their teachers. Hierarchical multiple regression analyses were used. After controlling for gender, race, and other emotionality, happiness was positively associated with likability and popularity. Sadness was positively associated with disliking and unpopularity, and negatively associated with popularity. Anger was positively associated with disliking and popularity. Overall, emotional expressivity uniquely predicted status after controlling for social behavior. Regarding gender and race effects, girls were perceived as happier than boys and an inverse pattern was found for anger; White children were perceived as happier than Black children. The association between emotionality and status did not differ by gender. Findings expand the literature on predictability of peer-assessed emotions regarding different dimensions of status in the peer group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01