Are happy children socially successful? testing a central premise of positive psychology in a sample of preschool children

Nana Shin, Brian E. Vaughn, Virginia Akers, Mina Kim, Sam Stevens, Lisa Krzysik, Gabrielle Coppola, Kelly K. Bost, Brent A. Mcbride, Byran Korth

Research output: Contribution to journalArticle


Current developmental studies of affect/emotion emphasize knowledge about and regulation of affective states and/or behaviors. Expressiveness per se is rarely studied independently from knowledge and/or regulation; consequently, recent studies of young children's affect do not interface with the literature from positive psychology indicating that the chronic experience of positive affect predicts a range of desirable life outcomes. We assessed affect expressiveness for 377 preschool children in dyadic peer play. Correlation indicated that dyadic positive affect was associated with peer acceptance, visual attention received from peers, rate of initiating positive interactions, and classroom adjustment from teachers' ratings and that negative affect was associated (negatively) with peer acceptance. Negative affect was also positively associated with teacher-rated dysregulation. Subsequent multi-level regressions showed that positive and negative affect uniquely predicted most of their respective correlates when entered together as Level-1 predictors with dysregulation.

Original languageEnglish (US)
Pages (from-to)355-367
Number of pages13
JournalJournal of Positive Psychology
Issue number5
StatePublished - Sep 1 2011



  • Affect expressiveness
  • Positive psychology
  • Preschool children
  • Social competence

ASJC Scopus subject areas

  • Psychology(all)

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