Rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior
Rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior
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DOI：
10.1037//0893-3200.14.2.237
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发表时间：
2000-06-01
影响因子：
2.7
通讯作者：
Keating, L
中科院分区：
文献类型：
--
作者：
Adams, GR;Ryan, BA;Keating, L
本研究探讨了家庭过程（凝聚力，控制和冲突），学校为重点的亲子互动（支持和压力的成就），和孩子自己的特点（自信，挫折容忍度，智力效率和自尊）之间的关联规则的遵守和同伴社交在课堂上。样本包括161名4年级和151名7年级儿童。家庭过程和关于学校问题的亲子互动与儿童的个人特征相关，这反过来又预测了儿童的规则遵守和同伴交往。在四年级和七年级样本之间发现了一些差异;然而，许多变量一致地预测了不同年级的相同结果。
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.