The Relation of Parental Affect and Control Behaviors to Children's Classroom Acceptance: A Concurrent and Predictive Analysis

Citations Over TimeTop 10% of 1996 papers

Abstract

Abstract The present study is a longitudinal examination of the relations between parental expressions of affect and parental control behaviors and children's classroom acceptance in kindergarten and first grade. One hundred-sixteen kindergarten-aged children and their parents were videotaped during physical play sessions and parents were rated on global affective and behavioral dimensions. Ratings of classroom social acceptance were provided by teachers and peers. Results indicated that parents' expressed positive and negative affect were related to children's classroom acceptance in kindergarten and in first grade. The most powerful and consistent predictor of children's social acceptance was fathers' expressed negative affect, particularly between father-son dyads. The current study emphasizes the importance of continued examination of linkages between the family and peer systems, especially with respect to the ways in which children's experiences in the family and school environments may mutually influence social development, and points to the need for further examination of the mechanisms by which multiple social contexts may influence children's behavior in the family and in school.

Related Papers

• → Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School(1997)380 cited
• → Conceptions and Perceived Influence of Peer Groups: Interviews with Preadolescents and Adolescents(1988)165 cited
• → Gender and friendship: relationships within peer groups of young children(1992)64 cited
• Child behaviors leading to peer rejection: A view from the peer group.(1999)
• → Associations between peer relations in childhood and adversity(1995)8 cited