Parental Correlates of Children's Peer Relations: An Empirical Test of a Tripartite Model

Autor/inn/en	McDowell, David J.; Parke, Ross D.
Titel	Parental Correlates of Children's Peer Relations: An Empirical Test of a Tripartite Model
Quelle	In: Developmental Psychology, 45 (2009) 1, S.224-235 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0014305
Schlagwörter	Peer Relationship; Parents; Interpersonal Competence; Correlation; Parent Influence; Family Influence; Longitudinal Studies; Grade 4; Elementary School Students; Observation; Interpersonal Relationship; Parent Child Relationship; Mothers; Fathers; Parents as Teachers; Social Development; Structural Equation Models + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Eltern; Interpersonale Kompetenz; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; Beobachtung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Soziale Entwicklung
Abstract	In recognition of the multiple pathways through which family and peer systems are linked, this short-term longitudinal study tested a tripartite model of family-peer relationships. One hundred fifty-nine fourth-grade children (82 boys, 77 girls) and their parents participated in a study of the links between parent behaviors and children's peer relations both concurrently and 1 year later. A multimethod approach--including observations of parent-child interactions, parent report, child report, and teacher and peer ratings--was used to evaluate a tripartite model of family-peer relations. Results indicate that parent-child interaction, parent advice giving, and parental provision of opportunities by both mothers and fathers predict children's social competence and, in turn, social acceptance 1 year later. Suggestions for future research and practical implications are noted, and limitations of the study are acknowledged. (Contains 2 tables, 2 figures, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10