title: Cognitive representations of self, family, and peers in school-age children: links with social competence and sociometric status.
abstract: Attachment and social-cognitive theories of interpersonal relations have underscored the integral role that internalized cognitive representations may play as mediators of the link between family and peer relationships. 3 predictions consistent with this conceptualization received support in the present study of 161 7-12-year-old school children. In Part 1 of the study, significant connections were found among different components of cognitive representations, including social perceptions, interpersonal expectancies, and schematic organization and processing of social information. Moreover, generalization was found among children's representations across 3 interpersonal domains--that is, family, peer, and self. In Part 2, negative representations of self and others were found to be associated with increased social impairment, including dysfunctional social behavior and less positive status in the peer group. Implications of the findings for theories of interpersonal competence and interventions with socially impaired children are discussed.
authors.affiliation: University of California, Los Angeles, USA.
authors.forename: K D
authors.initials: KD
authors.lastname: Rudolph
authors.forename: C
authors.initials: C
authors.lastname: Hammen
authors.forename: D
authors.initials: D
authors.lastname: Burge
mesh_terms: D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000523:psychology; D005190:Family / Q000523:psychology*; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D009769:Object Attachment; D010379:Peer Group; D010552:Personality Assessment; D012649:Self Concept; D012917:Social Adjustment; D012928:Social Desirability; D012938:Social Perception; D012963:Sociometric Techniques