@article{ref1,
title="Negative emotionality and peer status: evidence for bidirectional longitudinal influences during the elementary school years",
journal="School psychology international",
year="2022",
author="Bengtsson, Hans and Arvidsson, Åsa and Nystrom, Beatrice",
volume="43",
number="1",
pages="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 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 /> <p>Language: en</p>",
language="en",
issn="0143-0343",
doi="10.1177/01430343211063546",
url="http://dx.doi.org/10.1177/01430343211063546"
}