Interactive Contributions of Attribution Biases and Emotional Intensity to Child-Friend Interaction Quality During Preadolescence.


Journal Article

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.

Full Text

Duke Authors

Cited Authors

  • Chen, X; McElwain, NL; Lansford, JE

Published Date

  • January 2019

Published In

Volume / Issue

  • 90 / 1

Start / End Page

  • e114 - e131

PubMed ID

  • 29266173

Pubmed Central ID

  • 29266173

Electronic International Standard Serial Number (EISSN)

  • 1467-8624

International Standard Serial Number (ISSN)

  • 0009-3920

Digital Object Identifier (DOI)

  • 10.1111/cdev.13012


  • eng