Relations of children's social status to their emotionality and regulation: A short-term longitudinal study

The relation of 4- to 6-year-olds' sociometric status to teacher- or peer-r eported negative emotionality and regulation was examined across two semest ers (T1 and T2). Social status at T2 was positively related to teacher-repo rted regulation and negatively related to emotional intensity, as well as p eer-reported anger and crying. Regulation and emotionality (in combination) accounted for additional variance in T2 social status after controlling fo r initial social preference. Initial (T1) social status infrequently predic ted subsequent regulation and emotionality after controlling for scores on initial emotionality/regulation. Thus, emotionality/regulation predicted fu ture social status whereas social status did not appear to account for chan ges in emotionality and regulation over time Social behavior (aggression) d id not mediate the relation of emotionality/regulation to later social stat us.