Table 1.
Means and Standard Deviations of Major Study Variables
| M (SD) | M (SD) Girls |
M (SD) Boys |
|
|---|---|---|---|
| Observed positive emotion | |||
| Overall (number of observations) | 48.83 (43.25) | ||
| Same-gender peer interactions | 33.97 (35.52) | 34.91 (34.54) | |
| Other-gender peer interactions | 16.66 (16.46) | 12.39 (12.32) | |
| Overall/Total peer interactionsa | .43 (.14) | ||
| Same-gender peer interactions | .42 (.15) | .42 (.15) | |
| Other-gender peer interactions | .43 (.18) | .42 (.18) | |
| Mutual (number of observations) | 31.10 (28.74) | ||
| Same-gender peer interactions | 22.62 (24.73) | 21.89 (23.13) | |
| Other-gender peer interactions | 10.08 (9.33) | 7.86 (7.84) | |
| Mutual/Total positive interactionsb | .63 (.12) | ||
| Same-gender peer interactions | .64 (.17) | .62 (.15) | |
| Other-gender peer interactions | .60 (.21) | .63 (.26) | |
| Teachers’ Ratings of Positive Adjustment | |||
| Prosocial | 2.23 (.45) | ||
| Girls | 2.38 (.39) | ||
| Boys | 2.10 (.45) | ||
| Interaction | 2.69 (.48) | ||
| Girls | 2.86 (.47) | ||
| Boys | 2.55 (.44) | ||
| Social development | 3.07 (.69) | ||
| Girls | 3.31 (.60) | ||
| Boys | 2.87 (.70) | ||
| Cooperation | 2.50 (.50) | ||
| Girls | 2.67 (.40) | ||
| Boys | 2.34 (.54) | ||
| Teachers’ Ratings of Negative Adjustment | |||
| Hyperactive | 1.51 (.56) | ||
| Girls | 1.28 (.39) | ||
| Boys | 1.70 (.61) | ||
| Exclusion | 1.28 (.38) | ||
| Girls | 1.22 (.33) | ||
| Boys | 1.33 (.41) | ||
| Disruption | 1.75 (.55) | ||
| Girls | 1.54 (.41) | ||
| Boys | 1.92 (.60) | ||
| Disconnection | 1.69 (.49) | ||
| Girls | 1.56 (.43) | ||
| Boys | 1.79 (.51) |
a
Proportion score calculated as the number of times the target child displayed PE divided by the number of interactions with peers (to control for the number of times the child was observed interacting with a peer).
b
Proportion score calculated as the number of times the target child and peer matched PE divided by the number of total observations in which the target child exhibited PE (to control for the number of times the target child was observed displaying PE).