Title: Peer relations in the transition to adolescence
Abstract: This chapter deals with two social and emotional competencies—friendship quality and self-regulation. Children's perceptions of the quality of their close friendships are direct measure of an affective peer relationship. Self-regulation as perceived by others may be considered an indirect measure of peer relations. In order to regulate behavior children must engage with others without withdrawing or aggressing. They must interact with peers by modulating emotional responsiveness and acting competently and effectively in emotionally evocative contexts. Self-regulation and affective relationships with adults also are not independent. In general, children who experienced positive, trusting relationships with care giving adults as infants and toddlers are better able to both engage in self-regulation and construct positive relationships with peers. Therefore, it is expected that children who had more trusting early relationships with adults to be better able to self-regulate as adolescents and to have a history of supportive friendships. As well, children who are better able to regulate their attention and emotions are better liked by their peers. Thus, behavioral and emotional self-regulation are embedded within affective relationships with care giving adults and peers.
Publication Year: 2002
Publication Date: 2002-01-01
Language: en
Type: article
Indexed In: ['crossref', 'pubmed']
Access and Citation
Cited By Count: 13
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