Children's emotionality and social status: A meta-analytic review

Social Development

Volumn 15, Issue 3, 2006, Pages 394-417

  Dougherty, Lea R ^a  

^a STONY BROOK UNIVERSITY   (United States)

Author keywords

Emotions; Peer relations; Personality; Temperament

Indexed keywords

EID: 33746268309     PISSN: 0961205X     EISSN: 14679507     Source Type: Journal    
DOI: 10.1111/j.1467-9507.2006.00348.x     Document Type: Article

References (125)

1. Akiskal, H. S. (1989). Validating affective personality types. In L. Robins, & J. Barrett (Eds.), The validity of psychiatric diagnosis (pp. 217-227). New York: Raven Press.
2. Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers' aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36, 438-448.
3. Barnett, D., Ganiban, J., & Cicchetti, D. (1999). Emotional reactivity, regulation and attachment organization in children with Type D attachments: A longitudinal analysis across 12-, 18-, and 24-months of age. Monographs of the Society for Research in Child Development, 64 (Serial no. 258), 97-118.
4. Biederman, J., Rosenbaum, J. F., Chaloff, J., & Kagan, J. (1995). Behavioral inhibition as a risk factor for anxiety disorders. In J. S. March (Ed.), Anxiety disorders in children and adolescents (pp. 61-81). New York: Guilford Press.
5. Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 43, 419-443.
6. Block, J. H., Gjerde, P. F., & Block, J. H. (1991). Personality antecedents of depressive tendencies in 18-year-olds: A prospective study. Journal of Personality and Social, 60, 726-738.
7. Boivin, M., Poulin, F., & Vitaro, F. (1994). Depressed mood and peer rejection in childhood. Development and Psychopathology, 6, 483-498.
8. Bokhorst, K., Goossens, F. A., & De Ruyer, P. A. (2001). Early detection of social anxiety: Reliability and validity of a teacher questionnaire for the identification of social anxiety in children. Social Behavior and Personality, 29, 787-798.
9. Bowen, F., Vitaro, F., Kerr, M., & Pelletier, D. (1995). Childhood internalizing problems: Prediction from kindergarten, effect of maternal overprotectiveness, and sex differences. Development and Psychopathology, 7, 481-498.
10. Bridges, L. J., Denham, S. A., & Ganiban, J. M. (2004). Definitional issues in emotion regulation research. Child Development, 75, 340-345.
11. Bryant, B. K. (1992). Conflict resolution strategies in relation to children's peer relations. Journal of Applied Developmental Psychology, 13, 35-50.
12. Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75, 377-394.
13. Cannon, J. F. (1985). Expression of affect among preschool children. Unpublished doctoral dissertation, Georgia State University, Atlanta.
14. Carton, E. E. R. (1996). Children's sociometric status: Sex differences in the correlates of peer acceptance and rejection. Unpublished doctoral dissertation, Emory University, Atlanta.
15. Carlton, M., & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338-352.
16. Casey, R. J. (1993). Children's emotional experience: Relations among expression, self-report, and understanding. Developmental Psychology, 29, 119-129.
17. Caspi, A., Moffitt, T. E., Newman, D. L., & Silva, P. A. (1996). Behavioral observations at age 3 years predict adult psychiatric disorders. Archives of General Psychiatry, 53, 1033-1039.
18. Caspi, A., Moffitt, T. E., Morgan, J., Rutter, M., Taylor, A., Arseneault, L. O. X., et al. (2004). Maternal expressiveness emotion predicts children's antisocial behavior problems: Using monozygotic-twin differences to identify environmental effects on behavioral development. Developmental Psychology, 40, 149-161.
19. Clark, L. A., & Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100, 316-336.
20. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.). Hillsdale, NJ: Erlbaum.
21. Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 59, 815-829.
22. Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317-333.
23. Coplan, R. J., Prakash, K., O'Neil, K., & Armer, M. (2004). Do you 'want' to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 40, 244-258.
24. Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children's social development. Psychological Bulletin, 115, 74-101.
25. Crick, N. R., & Ladd, G. W. (1993). Children's perceptions of their peer experiences: Attributions, loneliness, social anxiety, and social avoidance. Developmental Psychology, 29, 244-254.
26. Cummings, E. M., & Cummings, J. L. (1988). A process oriented approach to children's coping with adults' angry behavior. Developmental Review, 8, 296-321.
27. Dandes, S. K. (1990). The relationship between sociometric status, social withdrawal, and internalizing problems in children. Unpublished doctoral dissertation, University of Miami, Miami.
28. Dearing, K. F., Hubbard, J. A., Ramsden, S. R., Parker, E. H., Relyea, N., Smithmyer, C. M., et al. (2002). Children's self-reports about anger regulation: Direct and indirect links to social preference and aggression. Merrill-Palmer Quarterly, 48, 308-336.
29. De Mulder, E. K., Denham, S., Schmidt, M., & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: Links from home to school. Developmental Psychology, 36, 274-282.
30. Denham, S. A., & Burton, R. (1996). A socio-emotional intervention program for at-risk four year olds. Journal of School Psychology, 34, 225-245.
31. Denham, S. A., & McKinley, M. (1993). Sociometric nominations of preschoolers: A psychometric analysis. Early Education and Development, 4, 109-122.
32. Denham, S. A., Blair, K., Schmidt, M., & De Mulder, E. (2002). Comprised emotional competence: Seeds of violence sown early. American Journal of Orthopsychiatry, 72, 70-82.
33. Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152.
34. Denham, S. A., Blair, K., De Mulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., et al. (2003). Preschool emotional competence: Pathway to social competence?. Child Development, 74, 238-256.
35. Denham, S. A., Caverly, S., Schmidt, M., Blair, K., De Mulder, E., Caal, S., et al. (2002). Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43, 901-916.
36. DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children's academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65, 1799-1813.
37. Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal of Abnormal Child Psychology, 32, 159-173.
38. Dodge, K. A., Coie, J. D., Petit, G. S., & Price, S. M. (1990). Peer status and aggression in boys' groups: Developmental and contextual analyses. Child Development, 61, 1289-1309.
39. Eisenberg, N., & Fabes, R. A. (1992). Emotion, regulation, and the development of social competence. In M. S. Clark (Ed.), Review of personality and social psychology: Vol. 14. Emotion and social behavior (pp. 119-150). Newbury Park, CA: Sage Publications.
40. Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9, 241-273.
41. Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2002). The role of emotionality and regulation in children's social competence and adjustment. In L. Pulkkinen, & A. Caspi (Eds.), Paths to successful development: Personality in the life course (pp. 46-70). New York: Cambridge University Press.
42. Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B., Poulin, R., & Shepard, S. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141-162.
43. Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78, 136-157.
44. Eisenberg, N., Fabes, R. A., Murphy, B. C., Maszk, P., Smith, M., & Karbon, M. (1995). The role of emotionality and regulation in children's social functioning: A longitudinal study. Child Development, 66, 1360-1384.
45. Eisenberg, N., Fabes, R. A., Shepard, S. A., Guthrie, I. K., Murphy, B. C., & Reiser, M. (1999). Parental reactions to children's negative emotions: Longitudinal relations to quality of children's social functioning. Child Development, 70, 513-534.
46. Eisenberg, N., Fabes, R. A., Murphy, B. C., Shepard, S. A., Guthrie, I. K., Mazsk, P., et al. (1999). Prediction of elementary school children's socially appropriate and problem behavior from anger reactions at age 4-6 years. Journal of Applied Developmental Psychology, 20, 119-142.
47. Eisenberg, N., Guthrie, I. K., Fabes, R. A., Reiser, M., Murphy, B. C., Holgren, R., et al. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295-311.
48. Eisenberg, N., Guthrie, I. K., Fabes, R. A., Shepard, S., Losoya, S., Murphy, B., et al. (2000). Prediction of elementary school children's externalizing problem behaviors from attention and behavioral regulation and negative emotionality. Child Development, 71, 1367-1382.
49. Eisenberg, N., Liew, J., & Pidada, S. (2004). The longitudinal relations of regulation and emotionality to quality of Indonesian children's socioemotional functioning. Developmental Psychology, 40, 790-804.
50. Eisenberg, N., Pidada, S., & Liew, J. (2001). The relations of regulation and negative emotionality to Indonesian children's social functioning. Child Development, 72, 1747-1763.
51. Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation: Sharpening the definition. Child Development, 75, 334-339.
52. Eisenberg, N., Valiente, C., Fabes, R. A., Smith, C. L., Reiser, M. L., Shepard, S. A., et al. (2003). The relations of effortful control and ego control to children's resiliency and social functioning. Developmental Psychology, 39, 761-776.
53. Elliott, S. N., & Gresham, F. M. (1989). Teacher and self-ratings of popular and rejected adolescent boys' behavior. Journal of Psychoeducational Assessment, 7, 323-334.
54. Fabes, R. A., & Eisenberg, N. (1992). Young children's coping with interpersonal anger. Child Development, 63, 116-128.
55. Fordham, K., & Stevenson-Hyde, J. (1999). Shyness, friendship quality, and adjustment during middle childhood. Journal of Child Psychology and Psychiatry, 40, 757-768.
56. Fox, N. A. (1989). Psychophysiological correlates of emotional reactivity during the first year of life. Developmental Psychology, 25, 364-372.
57. French, D. C. (1988). Heterogeneity of peer-rejected boys: Aggressive and nonaggressive subtypes. Child Development, 59, 976-985.
58. Fryxell, D., & Smith, D. C. (2000). Personal, social, and family characteristics of angry students. Professional School Counseling, 4, 86-97.
59. Gazelle, H., & Ladd, G. W. (2003). Anxious solitude and peer exclusion: A diathesis-stress model of internalizing trajectories in childhood. Child Development, 74, 257-278.
60. Gjone, H., & Stevenson, J. (1997). A longitudinal twin study of temperament and behavior problems: Common genetic and environmental influences? Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1448-1456.
61. Graham, S., & Juvonen, J. (2002). Ethnicity, peer harassment, and adjustment in middle school: An exploratory study. Journal of Early Adolescence, 22, 173-199.
62. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
63. Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79-119.
64. Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Orlando, FL: Academic Press.
65. Hoeksma, J. B., Oosterlaan, J., & Schipper, E. M. (2004). Emotion regulation and the dynamics of feelings: A conceptual and methodological framework. Child Development, 75, 354-360.
66. Hubbard, J. A. (2001). Emotion expression processes in children's peer interaction: The role of peer rejection, aggression, and gender. Child Development, 72, 1426-1439.
67. Hubbard, J. A., & Coie, J. D. (1994). Emotional correlates of social competence in children's peer relationships. Merrill-Palmer Quarterly, 40, 1-20.
68. Hubbard, J. A., & Dearing, K. F. (2004). Children's understanding and regulation of emotion in the context of their peer relations. In J. B. Kupersmidt, & K. A. Dodge (Eds.), Children's peer relations: From development to intervention (pp. 81-99). Washington, DC: American Psychological Association Press.
69. Hubbard, J. A., Parker, E. H., Ramsden, S. R., Flanagan, K. D., Relyea, N., Dearing, K. F., et al. (2004). The relations among observational, physiological, and self-report measures of children's anger. Social Development, 13, 14-39.
70. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004-2021.
71. Inderbitzen, H. M., Walters, K. S., & Bukowski, A. L. (1997). The role of social anxiety in adolescent peer relations: Differences among sociometric status groups and rejected subgroups. Journal of Clinical Child Psychology, 26, 338-348.
72. Isley, S. L. (1996). Affective expressions and reciprocity in parent-child dyads: Links with children's social acceptance and competence. Unpublished doctoral dissertation, University of California, Riverside.
73. Jones, S., Eisenberg, N., Fabes, R. A., & Mackinnon, D. P. (2002). Parents' reactions to elementary school children's negative emotions: relations to social and emotional functioning at school. Merrill-Palmer Quarterly, 48, 133-160.
74. Kagan, J., Snidman, N., Arcus, D., & Reznick, J. S. (1994). Galen's prophecy: Temperament in human nature. New York: Basic Books.
75. Kendler, K. S. (2005). Toward a philosophical structure for psychiatry. American Journal of Psychiatry, 162, 433-440.
76. Kraeplin, E. (1921). Manic depressive insanity and paranoia. Edinburgh: E. & S. Livingstone.
77. La Greca, A. M., & Stone, W. L. (1993). Social anxiety scale for children-revised: Factor structure and concurrent. Journal of Clinical Child Psychology, 22, 17-27.
78. La Greca, A. M., Dandes, S. K., Wick, P., Shaw, K., & Stone, W. L. (1988). Development of the social anxiety scale for children: reliability and concurrent validity. Journal of Clinical Child Psychology, 17, 84-91.
79. Ladd, G. W., & Profilet, S. M. (1996). The child's behavior scale: A teacher-report measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32, 1006-1024.
80. Leonard, S. A. (2002). The many faces of solitude: Examining group trajectories of preschool children's non-social play. Unpublished doctoral dissertation, Arizona State University, Tempe.
81. Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage Publications Inc.
82. Mallet, P., & Rodriguez-Tomez, G. (1999). Social anxiety with peers in 9- to 14-year-olds: Developmental process and relations with self-consciousness and perceived peer acceptance. European Journal of Psychology of Education, 14, 387-402.
83. Manke, B., McGuire, S., Reiss, D., Hetherington, E. M., & Plomin, R. (1995). Genetic contributions to adolescents' extrafamilial social interaction: Teachers, best friends and peers. Social Development, 4, 238-256.
84. Maszk, P., Eisenberg, N., & Guthrie, I. K. (1999). Relations of children's social status or their emotionality and regulation: A short-term longitudinal study. Merrill-Palmer Quarterly, 45, 468-480.
85. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-34). New York: Basic Books, Inc.
86. McCandles, B. R., Castaneda, A., & Palermo, D. S. (1956). Anxiety in children and social status. Child Development, 27, 385-391.
87. McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of early childhood rejection. In M. Leary (Ed.), Interpersonal rejection (pp. 213-247). New York: Oxford University Press.
88. Meehl, P. E. (1962). Schizotaxia, schizotypy, schizophrenia. American Psychologist, 17, 827-838.
89. Miller, A. L., & Olson, S. L. (2000). Emotional expressiveness during peer conflicts: A predictor of social maladjustment among high-risk preschoolers. Journal of Abnormal Child Psychology, 28, 339-352.
90. Murphy, B. C., & Eisenberg, N. (1997). Young children's emotionality, regulation, and social functioning and their responses when they are targets of a peer's anger. Social Development, 6, 18-36.
91. Newcomb, A. F., Bukowski, W, & Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, average sociometric status. Psychological Bulletin, 113, 99-128.
92. Olson, S. L., & Rosenblum, K. (1998). Preschool antecedents of internalizing problems in children beginning school: The role of social maladaptation. Early Education & Development, 9, 117-129.
93. Owens, E. B., Shaw, D. S., Giovannelli, J., Garcia, M. M., & Yaggi, K. (1999). Factors associated with behavioral competence at school among young boys from multi-problem low-income families. Early Education and Development, 10, 135-162.
94. Parke, R. D. (1994). Progress, paradigms, and unresolved problems: Recent advances in our understanding of children's emotions. Merrill-Palmer Quarterly, 40, 157-169.
95. Parke, R. D., Cassidy, J. B., Burks, V. M., Carson, J. L., & Boyum, L. (1992). Familial contribution to peer competence among young children: The role of interactive and affective processes. In R. D. Parke, & G. W. Ladd (Eds.), Family-peer relationships: Modes of linkage (pp. 107-134). Hillsdale, NJ: Lawrence Erlbaum Associates.
96. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk?. Psychological Bulletin, 102, 357-389.
97. Patterson, G. R., & Stoolmiller, M. (1991). Replications of a dual failure model for boys' depressed mood. Journal of Consulting and Clinical Psychology, 39, 491-498.
98. Pike, A., & Atzaba-Poria, A. (2003). Do sibling and friend relationships share the same temperamental origins? A twin study. Journal of Child Psychology and Psychiatry, 44, 598-611.
99. Pizzamiglio, T. M. (2002). Variability in perceived social competence as a predictor of emotional reactivity in early adolescence. Unpublished doctoral dissertation, Concordia University, Montreal.
100. Putnam, S. P., & Stifter, C. A. (2005). Behavioral approach-inhibition in toddlers: Prediction from infancy, positive and negative affective components, and relations with behavior problems. Child Development, 76, 212-226.
101. Robins, R. W., John, O. P., Caspi, A., Moffitt, T. E., & Stouthamer-Loeber, M. (1996). Resilient, overcontrolled, and undercontrolled boys: Three replicable personality traits. Journal of Personality and Social Psychology, 70, 157-171.
102. Rosenthal, R. (1984). Interpersonal expectancy effects and psi: Some commonalities and differences. New Ideas in Psychology, 2, 47-50.
103. Rosenthal, R. (1991). Meta-analytic procedures for social research. London: Sage.
104. Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118, 183-192.
105. Rothbart, M. K., & Bates, J. E. (1998). Temperament. In N. Eisenberg (Ed.), W. Damon (Series Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 105-176). New York: Wiley.
106. Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21-39.
107. Rubin, K. H. (1982). Non-social play in preschoolers: Necessary evil? Child Development, 53, 651-657.
108. Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In W. Damon, & N. Eisenberg (Eds.), Handbook of child psychology, 5th edn, Vol 3: Social, emotional, and personality development (pp. 619-700). New York: John Wiley.
109. Rubin, K. H., & Clark, M. L. (1983). Preschool teachers' ratings of behavioral problems: Observational, sociometric, and social-cognitive correlates. Journal of Abnormal Child Psychology, 11, 273-286.
110. Saarni, C. (1999). The Development of Emotional Competence. New York: Guilford Press.
111. Scholte, R. H., van Aken, M. A. G., & Van Lieshout, C. F. M. (1997). Adolescent personality factors in self-ratings and their prediction of peer acceptance and peer rejection. Journal of Personality Assessment, 69, 534-554.
112. Smith, M. (2001). Social and emotional competencies: Contributions to young African-American children's peer acceptance. Early Education and Development, 12, 49-72.
113. Sroufe, L. A., Schork, E., Motti, F., Lawroski, N., & LaFreniere, P. (1985). The role of affect in social competence. In C. E. Izard, J. Kagan, & R. B. Zajonc (Eds.), Emotions, cognition, and behavior (pp. 289-319). London: Cambridge University Press.
114. Sroufe, L. A. (1982). The organization of emotional development. Psychoanalytic Inquiry, 1, 575-599.
115. Stocker, C., & Dunn, J. (1990). Sibling relationships in childhood: Links with friendships and peer relationships. British Journal of Developmental Psychology, 8, 227-244.
116. Strauss, C. C., Frame, C. L., & Forehand, R. (1987). Psychosocial impairment associated with anxiety in children. Journal of Clinical Child Psychology, 16, 235-239.
117. Tani, C. R., Chavez, E. L., & Deffenbacher, J. L. (2001). Peer isolation and drug use among White non-Hispanic and Mexican American adolescents. Adolescence, 36, 127-139.
118. Taylor, A. R. (1989). Predictors of peer rejection in early elementary grades: Roles of problem behavior, academic achievement, and teacher preference. Journal of Clinical Child Psychology, 18, 360-365.
119. Underwood, M. K. (1997). Peer social status and children's understanding of the expression and control of positive and negative emotions. Merrill-Palmer Quarterly, 43, 610-634.
120. Underwood, M. K., & Bjornstad, G. J. (2001). Children's emotional experience of peer provocation: The relations between observed behavior and self-reports of emotions, expressions, and social goals. International Journal of Behavioral Development, 25, 320-330.
121. Van Os, J., Jones, P., Lewis, G., Wadsworth, M., & Murray, R. (1997). Developmental precursors of affective illness in a general population birth cohort. Archives of General Psychiatry, 54, 625-631.
122. Vaughn, S., Hogan, A., Lancelotta, G., Shapiro, S., & Walker, J. (1992). Subgroups of children with severe and mild behavior problems: social competence and reading achievement. Journal of Clinical Child Psychology, 21, 98-106.
123. Vernberg, E. M., Abwender, D. A., Ewell, K. K., & Beery, S. H. (1992). Social anxiety and peer relationships in early adolescence: A prospective analysis. Journal of Clinical Child Psychology, 21, 189-196.
124. Walter, J. L., & LaFreniere, P. J. (2000). A naturalistic study of affective expression, social competence, and sociometric status. Early Education & Development, 11, 109-122.
125. Zhou, Q., Eisenberg, N., Wang, Y., & Reiser, M. (2004). Chinese children's effortful control and dispositional anger/frustration: Relations to parenting styles and children's social functioning. Developmental Psychology, 40, 352-366.