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Cited by 301

The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.

Regulation, Emotionality, and Preschoolers' Socially Competent Peer Interactions

Fabes, Richard A, Eisenberg, Nancy, Jones, Sarah, Smith, Melanie, Guthrie, Ivanna, Poulin, Rick, Shepard, Stephanie, Friedman, Jo·1999·Child Development
DOI 10.1111/1467-8624.00031
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Abstract

In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.

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Metadata

Authors
Fabes, R. A., Eisenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., Shepard, S., & Friedman, J.
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
1999-03-01
Volume
70
Issue
2
Pages
432-442
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/1467-8624.00031
OpenAlex
W1997633656
Cited by
301
References
37
FWCI
5.71
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Regulation, Emotionality, and Preschoolers' Socially Competent Peer Interactions. https://app.cochat.ai/papers/10.1111/1467-8624.00031
The paper
Fabes, R. A., Eisenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., Shepard, S., & Friedman, J. (1999). Regulation, Emotionality, and Preschoolers' Socially Competent Peer Interactions. Child Development. https://doi.org/10.1111/1467-8624.00031

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