PARENT AND CHILD RELATIONSHIPS IN MIDDLE CHILDHOOD

尽管小学生认为父母是主要的提供者， 社会和情感支持，大多数关于父母影响的研究 研究幼儿的亲子关系。 此外该 典型的研究对象是母亲，因此我们知道 关于父亲如何影响孩子的社交能力， 发展文献的另一个局限性是， 关注个体差异，而不是规范性变化， 因此，我们缺乏关于亲子关系如何 在童年中期的变化。 这项研究的目的是研究个体差异， 幼儿期母子和父子关系的规范性变化 童年. 亲子关系的两个方面 在童年中期的重要研究：附件（鲍尔比， 1979; Bowlby，1982）和控制过程（Maccoby，1984）。 使用 观察，访谈和问卷调查研究：（1）检查 依恋和控制过程评估的收敛效度; (2)测试依恋和控制之间是否存在相互依赖关系 过程中的亲子二人组;（3）检查年龄相关的变化， （4）确定父母之间的联系， 儿童关系和儿童在学校的适应。 这些目标是通过招募80个三年级学生的家庭来实现的， 有六年级学生的家庭，还有孩子们的小学老师。 父母- 通过访谈和问卷调查评估儿童依恋 父母和子女填写的表格以及观察员对父母 响应能力。 两个控制过程被区分：父母 监控和亲子监督模式。 家长监控 也就是说，对儿童活动的认识-通过电话访谈进行评估 与父母和子女;父母和子女的贡献， 监督过程--也就是父母提供的指导水平。 儿童-通过与儿童和父母面谈进行评估 问卷调查 儿童教师将完成几项措施 评估孩子对学校的适应情况。结果将有助于识别 亲子关系的规范性变化模式， 建议父母如何促进孩子的成功 适应学校。

Although elementary school children cite parents as the primary providers of social and emotional support, most studies of parental influence have examined parent-child relationships of young children. In addition, the parent typically studied is the mother, and consequently we know relatively little about how fathers influence their children's social development. Another limitation to the literature is that investigators have focused on individual differences rather than normative changes, and consequently we lack information about how parent-child relationships may change across the middle childhood years. The goal of the proposed study is to examine individual differences and normative changes in mother-child and father-child relationships in middle childhood. Two aspects of parent-child relationships thought to be important in the middle childhood years are studied: attachment (Bowlby, 1979; Bowlby, 1982) and control processes (Maccoby, 1984). Using observation, interviews, and questionnaires the study: (1) examines the convergent validity of assessments of attachment and control processes; (2) tests if there is an interdependency between attachment and control processes in parent-child dyads; (3) examines age-related changes in attachment and control processes; and (4) identifies links between parent- child relationships and children's adaptation at school. These aims are achieved by recruiting 80 families with a third grader, 80 families with a sixth grader, and the children's primary teacher. Parent- child attachment is assessed through interviews and questionnaires completed by parents and children and observers' ratings of parental responsiveness. Two control processes are distinguished: parental monitoring and parent-child supervision patterns. Parental monitoring-- i.e., awareness of child activities-- is assessed via phone interviews with parents and children; parent and child contributions to the supervision process-- that is, the level of guidance a parent provides a child-- is assessed through interviews with the child and parent questionnaires. Children's teachers will complete several measures assessing the child's adaptation to school. The results will help identify normative patterns of change in parent-child relationships as well as suggest how mothers and fathers may promote their child's successful adaptation to school.