Associations Between Generalized Peer and Friendship-Specific SIP Mechanisms Depend on (Inter)personal Power

Abstract

SIP is often assessed using vignettes with hypothetical peers, but children may imagine different types of peers (e.g., friend, disliked peer) when reading them. The aim of this study was to test whether some children would be more likely to think of the non-specified, hypothetical peer as a friend. We hypothesized that children who are shy, show symptoms of internalizing, and experience social difficulties would show weaker associations among cognitions about a hypothetical peer and friend than those who do not. 179 students (83 boys; 11.5-16 years) read four vignettes involving a non-specified peer and responded to questions on perceived stress, attribution of hostile intent, and expectations of anger. Participants then read, and responded to a second set of vignettes involving a friend. Participants reported on social difficulties, internalizing, and shyness. Results suggested that highly shy children are less likely to base their cognitions about a non-specified peer on their cognitions about a friend.