Divergence of children's friendships and intrinsic interpersonal emotion regulation: Factoring in extrinsic interpersonal emotion regulation strategy use.

As peers become a major part of children's social life, children seek out and provide support for each other when experiencing strong emotions. We examined children's intrinsic interpersonal emotion regulation (IER; children's emotion regulation support seeking from peers) and extrinsic IER (regulation strategies peers provide to help regulate emotion). We examined the extent to which (a) the peers whom children turn to for intrinsic IER diverge from those they consider close friends and (b) extrinsic IER strategy provided by peers is associated with intrinsic IER seeking.

Peer Influence in Elementary School: The Importance of Assessing the Likeability of Popular Children.

We examined the degree to which children perceive influence behaviors and influence over social norms from different types of high-status children to vary in a sample of 453 3 through 5 grade children. Using a cluster analysis of peer-nominated popularity and likeability measures, we identified a seven-cluster solution, including three high-status clusters: , , and . children were perceived as using and having influence over .

Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children.

We examined emotional expressivity (i.e., happiness, sadness, and anger) and emotion regulation (regulation of exuberance, sadness, and anger) as they relate to academic functioning (motivation, engagement, and achievement).

Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.

This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.

A contextual approach to social skills assessment in the peer group: who is the best judge?

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.

Family involvement for children with disruptive behaviors: the role of parenting stress and motivational beliefs.

Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.