Rule compliance and peer sociability: a study of family process, school-focused parent-child interactions, and children's classroom behavior.
This study examined the associations among family processes (cohesion, control, and conflict), school-focused parent-child interactions (support and pressure about achievement), and the child's own characteristics (assertiveness, frustration tolerance, intellectual effectiveness, and self-esteem) as correlates of rule compliance and peer sociability in the classroom. The sample consisted of 161 Grade 4 and 151 Grade 7 children. Family processes and parent-child interactions about school issues were associated with children's personal characteristics, which, in turn, predicted children's rule compliance and peer sociability. Some differences were found between the 4th- and 7th-grade samples; however, many variables consistently predicted the same outcomes across grades.
Adams
G R
GR
Department of Family Relations and Applied Nutrition, University of Guelph, Ontario, Canada. gadams@uoguelph.ca
Ryan
B A
BA
Ketsetzis
M
M
Keating
L
L
D000293:Adolescent; D002648:Child; D003299:Cooperative Behavior; D005195:Family Relations; D005260:Female; D006801:Humans; D008297:Male; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology*; D010379:Peer Group; D010552:Personality Assessment; D012649:Self Concept; D012919:Social Behavior; D012931:Social Environment