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Abstract
We examined the association between peer-assessed emotional expressivity and children’s status in the peer group after controlling for social behavior. Participants were 417 elementary school children ( age = 10 years) from a Midwestern urban community and their teachers. Hierarchical multiple regression analyses were used. After controlling for gender, race, and other emotionality, happiness was positively associated with likability and popularity. Sadness was positively associated with disliking and unpopularity, and negatively associated with popularity. Anger was positively associated with disliking and popularity. Overall, emotional expressivity uniquely predicted status after controlling for social behavior. Regarding gender and race effects, girls were perceived as happier than boys and an inverse pattern was found for anger; White children were perceived as happier than Black children. The association between emotionality and status did not differ by gender. Findings expand the literature on predictability of peer-assessed emotions regarding different dimensions of status in the peer group.
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Author Biographies
Kyongboon Kwon is an associate professor in the Department of Educational Psychology, University of Wisconsin-Milwaukee. She has a specialization in school psychology, and her research focuses on children’s socialization in the peer group and social and emotional development.
Jessica B. Willenbrink is a PhD student in the Department of Educational Psychology, University of Wisconsin-Milwaukee. She has a specialization in school psychology, and her research interests include children’s school-related functioning and mindfulness practice in schools.
Amanda R. Hanrahan is a PhD student in the Department of Educational Psychology, University of Wisconsin-Milwaukee. She has a specialization in school psychology, and her research interests include children’s popularity and intervention of high-risk children.
