Frequency and Intensity of Emotional Expressiveness and Preschool Children's Peer Competence

• Published in: The Journal of genetic psychology Vol. 180; no. 1; pp. 45 - 61
• Main Author: Lindsey, Eric W.
• Format: Journal Article
• Language: English
• Published: United States Routledge 02.01.2019; Taylor & Francis Inc
• Subjects: Children; Children & youth; emotion expression; Emotions; Minority & ethnic groups; peer relationships; Preschool children; social competence; peer relationships; social competence; Preschool children; emotion expression
• ISSN: 0022-1325; 1940-0896
• DOI: 10.1080/00221325.2019.1579168

Children's emotional expressiveness with peers was examined as a predictor of social competence. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a period of two years. Observations of children's peer interactions in Year 1 were coded for frequency and intensity of happiness, anger, sadness, and fear. Sociometric interviews and teacher ratings provided assessments of children's peer competence in both Years 1 and 2. Frequent expression of happiness in Year 1 predicted higher social competence scores in Year 2, whereas frequent anger in Year 1 predicted lower peer competence Year 2. More intense anger and sadness in Year 1 predicted lower peer social competence scores in Year 2. Frequency and intensity of emotional expressiveness in Year 1 accounted for unique variance in peer competence in Year 2.