Hernández Maciel M, Eisenberg Nancy, Valiente Carlos, Diaz Anjolii, VanSchyndel Sarah K, Berger Rebecca H, Terrell Nathan, Silva Kassondra M, Spinrad Tracy L, Southworth Jody
Department of Psychology, Arizona State University.
T. Denny Sanford School of Social and Family Dynamics, Arizona State University.
Int J Behav Dev. 2017 Jan;41(1):30-40. doi: 10.1177/0165025415608519. Epub 2015 Oct 27.
The purpose of the study was to evaluate bidirectional associations between peer acceptance and both emotion and effortful control during kindergarten ( = 301). In both the fall and spring semesters, we obtained peer nominations of acceptance, measures of positive and negative emotion based on naturalistic observations in school (i.e., classroom, lunch/recess), and observers' reports of effortful control (i.e., inhibitory control, attention focusing) and emotions (i.e., positive, negative). In structural equation panel models, peer acceptance in fall predicted higher effortful control in spring. Effortful control in fall did not predict peer acceptance in spring. Negative emotion predicted lower peer acceptance across time for girls but not for boys. Peer acceptance did not predict negative or positive emotion over time. In addition, we tested interactions between positive or negative emotion and effortful control predicting peer acceptance. Positive emotion predicted higher peer acceptance for children low in effortful control.
本研究的目的是评估幼儿园期间（N = 301）同伴接纳与情绪及努力控制之间的双向关联。在秋季和春季学期，我们获取了同伴接纳的提名、基于学校自然观察（即教室、午餐/课间休息）的积极和消极情绪测量，以及观察者对努力控制（即抑制控制、注意力集中）和情绪（即积极、消极）的报告。在结构方程面板模型中，秋季的同伴接纳预测了春季更高的努力控制。秋季的努力控制并未预测春季的同伴接纳。消极情绪在各时间点预测了女孩较低的同伴接纳，但对男孩则不然。同伴接纳在各时间点并未预测消极或积极情绪。此外，我们检验了积极或消极情绪与努力控制之间预测同伴接纳的交互作用。积极情绪预测了努力控制水平较低的儿童有更高的同伴接纳。
