Social and Emotional Competencies: Contributions to Young African-American Children's Peer Acceptance

Abstract

This study explored the relation between measures of emotional competence, behavioral regulation, and general social competence and African-American preschoolers' peer acceptance and popularity. These children came from both lower and middle income families. Data were collected in a short-term longitudinal study following children over the course of a school year. Gender, emotion knowledge, emotion regulation, and themes of violence in response to hypothetical situations of interpersonal conflict were strongly related to peer acceptance. The results are consistent with findings from middle-class Caucasian samples. The results also highlight the importance of potential influences of context and setting on children's peer status as well as the need for greater understanding of within- group variability with regard to these constructs. Given the growing evidence that peer relationships are related in important ways to children's school adjustment, understanding the development of positive peer relationships may help shed light on ways to help children achieve at more optimal levels in the school context.

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