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Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction

Published online by Cambridge University Press:  21 November 2017

Kevin M. King ,
Katie A. McLaughlin Open the ORCID record for Katie A. McLaughlin [Opens in a new window] ,
Jennifer Silk  and
Kathryn C. Monahan
Kevin M. King*
Affiliation:
University of Washington
Katie A. McLaughlin
Affiliation:
University of Washington
Jennifer Silk
Affiliation:
University of Pittsburgh
Kathryn C. Monahan
Affiliation:
University of Pittsburgh
*
Address correspondence and reprint requests to: Kevin M. King, Department of Psychology, University of Washington, Box 351525, Seattle, WA 98195-1525; E-mail: kingkm@uw.edu.
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Abstract

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online “virtual” peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16–17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

Type
Regular Articles
Information
Development and Psychopathology , Volume 30 , Issue 4 , October 2018 , pp. 1389 - 1401
Copyright
Copyright © Cambridge University Press 2017 

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Footnotes

This research was supported by a Young Scholars Award (to K.M.K., L.A.M., and K.C.M.) from the Klaus J. Jacobs Foundation. Dr. McLaughlin's work was partially supported by National Institute of Mental Health Grant K01-MH092526. A preliminary version of these analyses was presented at the Society for Research on Adolescence Biennial Meeting in Austin, Texas.

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