{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/108411"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/108411","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"“I’m so happy you’re playing with me”: A mixed methods approach to exploring how temperament predicts peer engagement","abstract":"This study explores how preschoolers with different temperamental traits experience peer engagement, and whether a new qualitative tool provides additional information about peer interactions to existing measures. Using data from a sample of 106 children (44.8% males) participating in a larger National Science Foundation project, quantitative analyses provided evidence that temperamental traits predicted peer engagement; children with higher effortful control, lower surgency/extraversion, and lower negative affectivity were perceived by teachers to be more interactive and less disruptive. Qualitative observations on a subsample of four temperamentally diverse children provided data which revealed inhibition in children who may be quantitatively rated as easygoing and how they can thrive with particular supports, the effect of preferred peers on high surgency/extraverted children and how calming spaces/activities can help them constructively engage with peers, and finally the significance of detecting quiet negative affect, which is often overlooked. The importance of understanding context and content of peer interactions for children with different temperamental traits is also discussed, especially for practical application in the classroom.","abstract_html":"This study explores how preschoolers with different temperamental traits experience peer engagement, and whether a new qualitative tool provides additional information about peer interactions to existing measures. Using data from a sample of 106 children (44.8% males) participating in a larger National Science Foundation project, quantitative analyses provided evidence that temperamental traits predicted peer engagement; children with higher effortful control, lower surgency/extraversion, and lower negative affectivity were perceived by teachers to be more interactive and less disruptive. Qualitative observations on a subsample of four temperamentally diverse children provided data which revealed inhibition in children who may be quantitatively rated as easygoing and how they can thrive with particular supports, the effect of preferred peers on high surgency/extraverted children and how calming spaces/activities can help them constructively engage with peers, and finally the significance of detecting quiet negative affect, which is often overlooked. The importance of understanding context and content of peer interactions for children with different temperamental traits is also discussed, especially for practical application in the classroom.","abstract_has_math":false,"creators":["Banerjee, Sanchari"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Bub, Kristen L"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-10-07T20:59:18Z","date_published":"2020-10-07T20:59:18Z","updated_at":"2026-07-22T22:24:48Z","subjects":["Temperament","Peer engagement"],"languages":["en"],"rights":["Copyright 2020 Sanchari Banerjee"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/108411","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bub, Kristen L"]},{"key":"dc:creator","label":"Author","values":["Banerjee, Sanchari"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-10-07T20:59:18Z","2020-04-23","2020-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Temperament","Peer engagement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Sanchari Banerjee"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/108411"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explores how preschoolers with different temperamental traits experience peer engagement, and whether a new qualitative tool provides additional information about peer interactions to existing measures. Using data from a sample of 106 children (44.8% males) participating in a larger National Science Foundation project, quantitative analyses provided evidence that temperamental traits predicted peer engagement; children with higher effortful control, lower surgency/extraversion, and lower negative affectivity were perceived by teachers to be more interactive and less disruptive. Qualitative observations on a subsample of four temperamentally diverse children provided data which revealed inhibition in children who may be quantitatively rated as easygoing and how they can thrive with particular supports, the effect of preferred peers on high surgency/extraverted children and how calming spaces/activities can help them constructively engage with peers, and finally the significance of detecting quiet negative affect, which is often overlooked. The importance of understanding context and content of peer interactions for children with different temperamental traits is also discussed, especially for practical application in the classroom.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-10-02 without embargo terms","The student, Sanchari Banerjee, accepted the attached license on 2020-04-22 at 10:35.","The student, Sanchari Banerjee, submitted this Thesis for approval on 2020-04-22 at 10:45.","This Thesis was approved for publication on 2020-04-23 at 16:40.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15033 on 2020-10-02 at 15:09:46","Made available in DSpace on 2020-10-07T20:59:18Z (GMT). No. of bitstreams: 2 BANERJEE-THESIS-2020.pdf: 998987 bytes, checksum: f6d9a92f565b186203b7c02fd5443af2 (MD5) LICENSE.txt: 4214 bytes, checksum: 098f18b62ae8ac8714fb3804d7936315 (MD5) Previous issue date: 2020-04-23"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["“I’m so happy you’re playing with me”: A mixed methods approach to exploring how temperament predicts peer engagement"]}]}],"canonical_facts":{"dc:contributor":["Bub, Kristen L"],"dc:creator":["Banerjee, Sanchari"],"dc:date":["2020-10-07T20:59:18Z","2020-04-23","2020-08"],"dc:description":["This study explores how preschoolers with different temperamental traits experience peer engagement, and whether a new qualitative tool provides additional information about peer interactions to existing measures. Using data from a sample of 106 children (44.8% males) participating in a larger National Science Foundation project, quantitative analyses provided evidence that temperamental traits predicted peer engagement; children with higher effortful control, lower surgency/extraversion, and lower negative affectivity were perceived by teachers to be more interactive and less disruptive. Qualitative observations on a subsample of four temperamentally diverse children provided data which revealed inhibition in children who may be quantitatively rated as easygoing and how they can thrive with particular supports, the effect of preferred peers on high surgency/extraverted children and how calming spaces/activities can help them constructively engage with peers, and finally the significance of detecting quiet negative affect, which is often overlooked. The importance of understanding context and content of peer interactions for children with different temperamental traits is also discussed, especially for practical application in the classroom.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-10-02 without embargo terms","The student, Sanchari Banerjee, accepted the attached license on 2020-04-22 at 10:35.","The student, Sanchari Banerjee, submitted this Thesis for approval on 2020-04-22 at 10:45.","This Thesis was approved for publication on 2020-04-23 at 16:40.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15033 on 2020-10-02 at 15:09:46","Made available in DSpace on 2020-10-07T20:59:18Z (GMT). No. of bitstreams: 2 BANERJEE-THESIS-2020.pdf: 998987 bytes, checksum: f6d9a92f565b186203b7c02fd5443af2 (MD5) LICENSE.txt: 4214 bytes, checksum: 098f18b62ae8ac8714fb3804d7936315 (MD5) Previous issue date: 2020-04-23"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/108411"],"dc:language":["en"],"dc:rights":["Copyright 2020 Sanchari Banerjee"],"dc:subject":["Temperament","Peer engagement"],"dc:title":["“I’m so happy you’re playing with me”: A mixed methods approach to exploring how temperament predicts peer engagement"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:48Z"}