Children's Social Status as a Function of Emotionality and Attention Control

Autor/inn/en	Schultz, David; Izard, Carroll E.; Stapleton, Laura M.; Buckingham-Howes, Stacy; Bear, George A.
Titel	Children's Social Status as a Function of Emotionality and Attention Control
Quelle	In: Journal of Applied Developmental Psychology, 30 (2009) 2, S.169-181 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2008.12.002
Schlagwörter	Social Status; Attention Control; Social Development; Psychological Patterns; Emotional Response; Attention Span; Predictor Variables; Peer Relationship; Meta Analysis; Individual Characteristics; Gender Differences; Middle Class; Rural Areas; Whites; Elementary School Students; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Sozialer Status; Aufmerksamkeitstest; Soziale Entwicklung; Emotionales Verhalten; Prädiktor; Peer-Beziehungen; Meta-analysis; Metaanalyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Geschlechterkonflikt; Mittelschicht; Rural area; Ländlicher Raum; White; Weißer; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	A recent meta-analysis found that across studies individual differences in aspects of children's emotionality predict social status [Dougherty, L.R., (2006). Children's emotionality and social status: a meta-analytic review. Social Development, 15, 394-417.]. In the present study we extended these findings by examining the emotion of interest and child characteristics (positive emotionality, attention control, and sex) that might moderate relations between negative emotionality and social status. Based on a sample of 154 middle-class, rural, predominantly Caucasian 1st- and 2nd-grade children, individual differences in interest and happiness correlated with children's social status. High levels of negative emotionality (i.e., anger and/or sadness), however, attenuated the otherwise beneficial social effects of interest, happiness, and attention control. Overall, emotionality and attention control accounted for 24% of the variance in peer nominations for being liked. We discuss implications for the promotion of young children's social development. (Contains 3 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10