Citation

Arsenio WF, Cooperman S, Lover A. Dev. Psychol. 2000; 36(4): 438-448.

Affiliation

Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, New York 10461, USA. warsenio@wesleyan.edu

Copyright

(Copyright © 2000, American Psychological Association)

DOI

unavailable

PMID

10902696

Abstract

Observational assessments were made of 51 preschoolers' (mean age = 53.25 months) peer aggression and emotional displays outside of (baseline) and during aggressive interactions, and their emotion knowledge and peer acceptance were also assessed. Results indicated that the connections between children's affective dispositions and their aggression and peer acceptance varied as a function of both the emotion context (baseline vs. aggression related) and the particular emotion involved (happiness vs. anger). Emotion knowledge and affective dispositions overlapped little with each other, and both made independent contributions to peer acceptance and aggression. Mediation analyses revealed, however, that the significant connections between children's emotional dispositions and knowledge and their peer acceptance were mostly mediated by aggression.

Language: en