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Testing a developmental cascade model of emotional and social competence and early peer acceptance

Published online by Cambridge University Press:  01 October 2010

Alysia Y. Blandon ,
Susan D. Calkins ,
Kevin J. Grimm ,
Susan P. Keane  and
Marion O'Brien
Alysia Y. Blandon
Affiliation:
Pennsylvania State University
Susan D. Calkins*
Affiliation:
University of North Carolina at Greensboro
Kevin J. Grimm
Affiliation:
University of California, Davis
Susan P. Keane
Affiliation:
University of North Carolina at Greensboro
Marion O'Brien
Affiliation:
University of North Carolina at Greensboro
*
Address correspondence and reprint requests to: Susan D. Calkins, Department of Human Development and Family Studies, P.O. Box 26170, University of North Carolina at Greensboro, Greensboro, NC 27402-6170; E-mail: [email protected].
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Abstract

A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait–multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood.

Type
Regular Articles
Information
Development and Psychopathology , Volume 22 , Issue 4: Developmental Cascades: Part 2 , November 2010 , pp. 737 - 748
Copyright
Copyright © Cambridge University Press 2010

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