This cross-sectional study examined the associations between affective and cognitive empathy, resource control strategies (RCS), resource control success, and social dominance in preschool children, within the framework of resource control theory. Ninety-two children (ages 4–5) completed assessments of empathy, while teachers rated their prosocial and aggressive behaviors, prosocial and coercive RCS, resource control success, and social dominance. Hierarchical regression analyses indicated that prosocial resource control strategies uniquely predicted children’s resource control success, whereas social dominance, examined as a distinct social status outcome, was explained by a combination of prosocial and coercive strategies, general prosocial behavior, and resource control success. Affective empathy was positively related to both types of RCS, while cognitive empathy moderated the link between affective empathy and coercive RCS. These findings highlight the dual potential of empathy in early peer relations, suggesting that empathy may facilitate both cooperative and coercive tactics in the pursuit of social influence. The findings also underscore the need to distinguish between behavioral strategies, their effectiveness, and broader social status outcomes when examining early social dominance. Implications for interventions that cultivate constructive applications of empathy are discussed.
