Abstract
Using data from a subsample of 913 study children and their friends who participated in the NICHD Study of Early Child Care and Youth Development, the interactive contributions of child-reported attribution biases and teacher-reported child emotional intensity (EI) at Grade 4 (M = 9.9 years) to observed child–friend interaction at Grade 6 (M = 11.9 years) were examined. Study children's hostile attribution bias, combined with high EI, predicted more negative child–friend interaction. In contrast, benign attribution bias, combined with high EI, predicted more positive child–friend interaction. The findings are discussed in light of the “fuel” interpretation of EI, in which high-intensity emotions may motivate children to act on their cognitive biases for better or for worse.
| Original language | English (US) |
|---|---|
| Pages (from-to) | e114-e131 |
| Journal | Child development |
| Volume | 90 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2019 |
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ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Education
- Developmental and Educational Psychology
Cite this
Interactive Contributions of Attribution Biases and Emotional Intensity to Child–Friend Interaction Quality During Preadolescence. / Chen, Xi; McElwain, Nancy L; Lansford, Jennifer E.
In: Child development, Vol. 90, No. 1, 01.01.2019, p. e114-e131.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Interactive Contributions of Attribution Biases and Emotional Intensity to Child–Friend Interaction Quality During Preadolescence
AU - Chen, Xi
AU - McElwain, Nancy L
AU - Lansford, Jennifer E.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Using data from a subsample of 913 study children and their friends who participated in the NICHD Study of Early Child Care and Youth Development, the interactive contributions of child-reported attribution biases and teacher-reported child emotional intensity (EI) at Grade 4 (M = 9.9 years) to observed child–friend interaction at Grade 6 (M = 11.9 years) were examined. Study children's hostile attribution bias, combined with high EI, predicted more negative child–friend interaction. In contrast, benign attribution bias, combined with high EI, predicted more positive child–friend interaction. The findings are discussed in light of the “fuel” interpretation of EI, in which high-intensity emotions may motivate children to act on their cognitive biases for better or for worse.
AB - Using data from a subsample of 913 study children and their friends who participated in the NICHD Study of Early Child Care and Youth Development, the interactive contributions of child-reported attribution biases and teacher-reported child emotional intensity (EI) at Grade 4 (M = 9.9 years) to observed child–friend interaction at Grade 6 (M = 11.9 years) were examined. Study children's hostile attribution bias, combined with high EI, predicted more negative child–friend interaction. In contrast, benign attribution bias, combined with high EI, predicted more positive child–friend interaction. The findings are discussed in light of the “fuel” interpretation of EI, in which high-intensity emotions may motivate children to act on their cognitive biases for better or for worse.
UR - http://www.scopus.com/inward/record.url?scp=85038435133&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85038435133&partnerID=8YFLogxK
U2 - 10.1111/cdev.13012
DO - 10.1111/cdev.13012
M3 - Article
C2 - 29266173
AN - SCOPUS:85038435133
VL - 90
SP - e114-e131
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 1
ER -