@article{ref1,
title="Frequency and intensity of emotional expressiveness and preschool children's peer competence",
journal="Journal of genetic psychology",
year="2019",
author="Lindsey, Eric W.",
volume="180",
number="1",
pages="45-61",
abstract="Children's emotional expressiveness with peers was examined as a predictor of social competence. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a period of two years. Observations of children's peer interactions in Year 1 were coded for frequency and intensity of happiness, anger, sadness, and fear. Sociometric interviews and teacher ratings provided assessments of children's peer competence in both Years 1 and 2. Frequent expression of happiness in Year 1 predicted higher social competence scores in Year 2, whereas frequent anger in Year 1 predicted lower peer competence Year 2. More intense anger and sadness in Year 1 predicted lower peer social competence scores in Year 2. Frequency and intensity of emotional expressiveness in Year 1 accounted for unique variance in peer competence in Year 2.<p /> <p>Language: en</p>",
language="en",
issn="0022-1325",
doi="10.1080/00221325.2019.1579168",
url="http://dx.doi.org/10.1080/00221325.2019.1579168"
}