{"id":11997,"date":"2014-08-21T19:18:30","date_gmt":"2014-08-22T02:18:30","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/the-prediction-of-childrens-positive-peer-relations-from-earlier-parent-child-interactions\/"},"modified":"2014-08-21T19:18:30","modified_gmt":"2014-08-22T02:18:30","slug":"the-prediction-of-childrens-positive-peer-relations-from-earlier-parent-child-interactions","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/the-prediction-of-childrens-positive-peer-relations-from-earlier-parent-child-interactions\/","title":{"rendered":"The prediction of children&#8217;s positive peer relations from earlier parent-child interactions"},"content":{"rendered":"<p>Poor peer relations have been shown to be related to a variety of negative outcomes, including delinquent tendencies and poor academic performance. Researchers have found that coercive parent-child interactions are one precursor to this negative pathway. The development of children&#8217;s positive peer relationships is less clear, however, and it is equally important to understand children&#8217;s positive peer interactions. The purpose of this report is twofold. First, the nature of 7-year-old children&#8217;s positive peer relations is examined using a multi-method, multi-agent approach. A confirmatory factor analysis suggested four factors clustered by reporting agent and method: parents&#8217; perceptions of their child&#8217;s friendships and social skills, teachers&#8217; perceptions of the child&#8217;s positive attributes, observer impressions of the child-peer interaction in three play settings, and observer impressions of the child-peer interaction in a teaching context. Similar pathways were found for boys and girls. Second, once it was established that stable constructs could be developed to measure positive peer relations, earlier parent-child characteristics were examined to assess their utility in predicting children&#8217;s positive friendships. Parenting behavior was measured at 18 months and 5 years of age, and children&#8217;s attachment style was measured at 15 months of age. Parenting behaviors from the 18-month and 5-year assessments were combined to form a guided participation construct and a positive behavior construct using a confirmatory factor analysis. Results from a series of regression analyses indicate that observed parent positive behavior was a significant predictor of the child-peer interaction in the teaching context, and of the teacher ratings of the child. For girls only, attachment style was related to parent positive behavior.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[265,1099,96,129,457,641],"research_type":[],"class_list":["post-11997","publication","type-publication","status-publish","hentry","publication_keyword-children","publication_keyword-interpersonal-relations","publication_keyword-parents","publication_keyword-peers","publication_keyword-prediction","publication_keyword-sex-differences"],"acf":{"citation":"Leve, L. D. (1995). <i>The prediction of children's positive peer relations from earlier parent-child interactions<\/i>.  Unpublished doctoral dissertation, University of Oregon.","publication_year":"1995","scientists":[11019]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/11997","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11019"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=11997"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=11997"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=11997"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}