Family environment, adult psychosocial competence, parental acceptance, and social competence in children's peer relations Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dv13zx177

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  • Traditional studies of parent-child relationships have focused on the influence of parental characteristics on various behavioral, social, and personality outcomes in children. During the past decade, social scientists have suggested that other influences of the social worlds of individuals be studied. As a result, the parent-child system is being studied in relationship to the child-peer system. These studies are beginning to indicate that the family and peer system are related in a variety of ways. In accordance with these ideas, the purpose of this study was to examine how parental perceptions of the family environment (i.e., cohesion, expressiveness, and conflict), adult psychosocial competence, acceptance of children, and socioeconomic status predict social competence in children's peer relations. Subjects consisted of 74 pairs of parents and their children aged 3-5 years who resided in northwest communities with populations of 30,000-40,000. Questionnaire data were administered to the parents and sociometric measures and teacher ratings were collected on the children. Multiple regression analyses were used to test the theoretical model developed for the study. Separate regression analyses were conducted to analyze the father-mother-child, father-mother- son, and father-mother-daughter relationships. Partial support was found for the predicted relationships between parental perceptions and children's social competence. In addition, differences between fathers' and mothers' and the sex of the child were noted. In general boys' peer acceptance was predicted by mothers' competence and cohesion, while popularity was predicted by fathers' competence. Rejection by peers was predicted by low maternal acceptance and cohesion. Teacher ratings were predicted by mothers' cohesion and acceptance and fathers' competence. For girls, peer acceptance was predicted by fathers' expressiveness and cohesion. Popularity was predicted by fathers' competence and acceptance, and mothers' expressiveness, while rejection was predicted by fathers' conflict. Teacher ratings were predicted by mothers' acceptance and competence and fathers' competence. It was concluded that parental perceptions of some aspects of the family environment are adequate predictors of social competence in children's peer relations.
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