Interpretations of Peer Behavior: Affective Bias in Childhood and Adolescence

Abstract

HYMEL, SHELLEY. Interpretations of Peer Behavior: Affective Bias in Childhood and Adolescence. CHILD DEVELOPMENT, 1986, 57, 431-445. Based on constructive theories of interpersonal attraction, 2 studies were conducted examining the hypothesis that biases in peer interpretations of social behavior may contribute to the stability of social acceptance and rejection in children. Variations in children's explanations of the behavior of known peers were examined as a function of the valence of the behavior performed (positive, negative) and prior affect toward the actor (liked, disliked) as well as the age and social status of the perceiver. Popular and unpopular secondand fifth-grade children (approximately 7 and 10 years old) (Study 1) or tenth-grade (approximately 15 years) (Study 2) children responded to 4 hypothetical situations in which liked or disliked peers performed behaviors that had either positive or negative outcomes for the subject. Results indicated that children's explanations of peer behavior varied significantly as a function of both affect toward the actor and valence of behavior, although age and status differences were generally nonsignificant. More specifically, positive behaviors were attributed to more stable causes when performed by liked peers than by disliked peers. In contrast, negative behaviors were attributed to more stable causes when performed by disliked peers than by liked peers. In addition, greater responsibility or blame for negative behavior was attributed to disliked peers than to liked peers. Results are discussed in terms of implications for research on children's peer relations.