Negative emotionality and peer status : Evidence for bidirectional longitudinal influences during the elementary school years
(2022) In School Psychology International 43(1). p.88-105- Abstract
Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided... (More)
Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.
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- author
- Bengtsson, Hans LU ; Arvidsson, Åsa LU and Nyström, Beatrice LU
- organization
- publishing date
- 2022
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- elementary school years, longitudinal, negative emotionality, peer rejection, peer status
- in
- School Psychology International
- volume
- 43
- issue
- 1
- pages
- 18 pages
- publisher
- SAGE Publications
- external identifiers
-
- scopus:85121298170
- ISSN
- 0143-0343
- DOI
- 10.1177/01430343211063546
- language
- English
- LU publication?
- yes
- id
- eada1145-6045-4bc8-8886-a4366454ae7a
- date added to LUP
- 2022-01-31 14:31:46
- date last changed
- 2022-04-19 19:34:47
@article{eada1145-6045-4bc8-8886-a4366454ae7a,
abstract = {{<p>Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade (n = 90, mean age = 8.85) and fourth grade (n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.</p>}},
author = {{Bengtsson, Hans and Arvidsson, Åsa and Nyström, Beatrice}},
issn = {{0143-0343}},
keywords = {{elementary school years; longitudinal; negative emotionality; peer rejection; peer status}},
language = {{eng}},
number = {{1}},
pages = {{88--105}},
publisher = {{SAGE Publications}},
series = {{School Psychology International}},
title = {{Negative emotionality and peer status : Evidence for bidirectional longitudinal influences during the elementary school years}},
url = {{http://dx.doi.org/10.1177/01430343211063546}},
doi = {{10.1177/01430343211063546}},
volume = {{43}},
year = {{2022}},
}