Individual differences and dyadic processes in conversations with peers in middle childhood
Date
2022-09-01
Journal Title
Journal ISSN
Volume Title
Publisher
Social Development
Abstract
The goal of the current study was to investigate the contribution of both trait-like individual differences and dyadic processes to the content of children's conversations. Fifty-two groups typically consisting of four same-sex unfamiliar nine-year-old children (N = 202) interacted in all possible dyads, resulting in six dyads per group. Each dyad completed a 5-min frustration task and a 5-min planning task. Observers coded children's verbalizations into 10 categories and further summed these categories into prosocial (suggest, agree, solicit input, ask, encourage, state personal) and antisocial (command, disagree, discourage, aggress) verbalizations, resulting in 24 variables (12 per task). Across both tasks, Social Relations Model analyses provided evidence of the role of both individual differences [significant effects for actor variance (15 of 24 variables), actor-actor correlations, and intrapersonal correlations] and dyadic processes [significant effects for partner variance (4 of 24 variables), relationship variance (18 of 24 variables), dyadic reciprocity correlations (10 of 24 variables), and interpersonal correlations] in children's conversations with peers.
Description
This is the peer reviewed version of the following article: Moore, C. C., Hubbard, J. A., Bookhout, M. K., Zajac, L., & Dozier, M. (2022). Individual differences and dyadic processes in conversations with peers in middle childhood. Social Development, 00, 1– 17. https://doi.org/10.1111/sode.12634, which has been published in final form at https://doi.org/10.1111/sode.12634. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. This article will be embargoed until 09/01/2023.
Keywords
children's conversations, dyadic processes, individual differences, peer interaction, social relations model
Citation
Moore, C. C., Hubbard, J. A., Bookhout, M. K., Zajac, L., & Dozier, M. (2022). Individual differences and dyadic processes in conversations with peers in middle childhood. Social Development, 00, 1– 17. https://doi.org/10.1111/sode.12634