The longitudinal relationship between Chinese children's imaginary companions and their peer relationships

Using a cross-lagged design, we explored the potential causal relationships between preschool children's imaginary companion (IC) status (has an IC or does not) and peer relationships, and between child–IC relationship qualities (i. e., egalitarian or hierarchical relationships) and peer relationships. We collected data from 104 preschool children and their mothers at two timepoints, with the interval being approximately 1 year. At each timepoint, children were interviewed about their IC status and were taken through a sociometric nomination exercise. Mothers took part in the IC interview. The findings revealed that fewer rejections by children's peers may result in a higher likelihood of children creating ICs. Further, egalitarian child–IC relationships could reduce peer rejections to a certain degree compared with hierarchical child–IC relationships. Implications of the findings are discussed for theory and practice.