The Association Between Emotional Regulation Strategies and Peer Acceptance in Preschool-Age Children: A Three-Level Meta-Analysis.

Abstract

The relationship between emotion regulation strategies (positive/negative) and peer acceptance is poorly understood. To resolve this issue, we employed two separate three-level meta-analytic models to synthesize existing research, obtaining reliable estimates of effect sizes and examining moderators. Through a systematic literature search up to May 2023, this study identified 21 eligible studies involving 3837 participants and yielding 90 effect sizes. The results revealed a significant positive association between the positive dimension and peer acceptance. Furthermore, the variables of interest did not moderate the relationship between positive emotion regulation strategies and peer acceptance. Preschooler gender and negative emotion regulation strategies variable were significant moderators of the association between negative emotion regulation and peer acceptance. In summary, emotional regulation strategies predict the development of peer acceptance in preschool children. Future research should examine how children's gender and negative emotion regulation strategies moderate this relationship.