The inability to regulate affective arousal in the context of frustration may jeopardize children’s ability to form successful friendships, especially as new peer groups are formed during the transition to kindergarten. While substantial research has utilized teacher reports of children’s socioemotional behavior, there is less empirical evidence on the peer perspective. The present study utilized data from n = 235 kindergarteners (54% high in disruptive behavior) recruited for a multicomponent intervention. We examined whether physiological reactivity to frustration was associated with children’s social success. Peer nominations of liking or disliking to play with the child were used to compute a social preference score, where negative values reflect greater rejection than acceptance. Multilevel growth modeling was employed to capture changes in respiratory sinus arrhythmia (RSA) reactivity across a manipulated inhibitory control task administered in 3 blocks, with differing algorithms embedded to induce affect: points were earned in the 1st and 3rd blocks (reward) and lost during the 2nd block (frustration). Groups did not differ in RSA reactivity during the 1st block, but children who experience greater peer rejection showed significant decreases in RSA (increases in arousal) across frustration. This increased arousal persisted across the 3rd block despite the reinstatement of reward, indicating a greater degree of reactivity and a lack of recovery relative to peer-accepted children. Teacher screenings of disruptive behavior only partially aligned with peer ratings of acceptance, highlighting the benefits of leveraging peer report to capture regulatory functioning and identify children for intervention recruitment.

在沮丧的情况下无法调节情感唤醒可能会危及儿童建立成功友谊的能力，尤其是在向幼儿园过渡期间形成新的同龄人群体时。虽然大量研究利用了教师对儿童社会情绪行为的报告，但关于同伴观点的经验证据较少。本研究利用来自n = 235 名幼儿园儿童（破坏性行为高 54%）被招募用于多因素干预。我们研究了对挫折的生理反应是否与儿童的社交成功有关。喜欢或不喜欢和孩子一起玩的同伴提名被用来计算社会偏好分数，其中负值反映了更大的拒绝而不是接受。采用多级增长模型来捕捉呼吸性窦性心律失常 (RSA) 反应性在 3 个区块中执行的操纵抑制性控制任务的变化，嵌入了不同的算法来诱导影响：在第 1 个和第 3 个区块（奖励）中获得积分并在此期间丢失第二块（沮丧）。在第一个块期间，组的 RSA 反应性没有差异，但经历更多同伴拒绝的儿童在挫折中的 RSA（唤醒增加）显着降低。尽管恢复了奖励，但这种增加的唤醒在第 3 个区块中持续存在，这表明相对于同龄人接受的儿童，反应程度更高且缺乏恢复。教师对破坏性行为的筛查仅与同伴的接受评级部分一致，突出了利用同伴报告来捕捉监管功能并识别儿童进行干预招募的好处。