Relatively few investigators have compared and contrasted the characteristics of different kinds of relationships in children's social networks. In the present study, 199 fifth-and sixth-grade children completed Network of Relationships Inventories, which assessed 10 qualities of their relationships with mothers, fathers, siblings, grandparents, friends, and teachers. Consistent with Weiss's (1974) theory, children reported seeking different provisions from different individuals. Mothers and fathers were turned to most often for affection, enhancement of worth, a sense of reliable aid, and instrumental aid. Next to parents, grandparents were turned to most often for affection and enhancement of worth, and teachers were turned to most often for instrumental aid. Friends were the greatest source of companionship, and friends and mothers received the highest ratings of intimacy. Additionally, children reported having more power in their relationships with other children than in those with adults. Conflict was perceived as occurring most often in sibling relationships. Children reported being most satisfied with their relationships with mothers, and they thought that their relationships with mothers and fathers were most important. Discussion centers around the bases for the children's differentiations of their relationships and the implications for understanding social networks.

In this study, 549 youths in the fourth grade, seventh grade, tenth grade, and college completed Network of Relationship Inventories assessing their perceptions of their relationships with significant others. The findings were largely consistent with 7 propositions derived from major theories of the developmental courses of personal relationships. In particular, mothers and fathers were seen as the most frequent providers of support in the fourth grade. Same-sex friends were perceived to be as supportive as parents in the seventh grade, and were the most frequent providers of support in the tenth grade. Romantic partners moved up in rank with age until college, where they, along with friends and mothers, received the highest ratings for support. Age differences were also observed in perceptions of relationships with grandparents, teachers, and siblings. Finally, age differences in perceived conflict, punishment, and relative power suggested that there was a peak in tension in parent-child relationships in early and middle adolescence. Discussion centers around the role various relationships are perceived as playing at different points in development.

In three studies we investigated the utility of distinguishing among different domains of interpersonal competence in college students' peer relationships. In Study 1 we developed a questionnaire to assess five dimensions of competence: initiating relationships, self-disclosure, asserting displeasure with others' actions, providing emotional support, and managing interpersonal conflicts. Initial validation evidence was gathered. We found that self-perceptions of competence varied as a function of sex of subject, sex of interaction partner, and competence domain. In Study 2 we found moderate levels of agreement between ratings of competence by subjects and their roommates. Interpersonal competence scores were also related in predictable ways to subject and roommate reports of masculinity and femininity, social self-esteem, loneliness, and social desirability. In Study 3 we obtained ratings of subjects' competence from their close friends and new acquaintances. Relationship satisfaction among new acquaintances was predicted best by initiation competence, whereas satisfaction in friendships was most strongly related to emotional support competence. The findings provide strong evidence of the usefulness of distinguishing among domains of interpersonal competence. Social scientists and mental health professionals alike have long been interested in interpersonal competence and the specific components involved in effective interaction (i.e., social skills). Researchers studying various forms of interpersonal relationships have recognized the importance of interpersonal competence in children's peer group popularity (Asher, 1983), adolescents' success in dating (Twentyman, Boland, & McFall, 1981), and adults' marital satisfaction (Gottman, 1979). Recent studies of social support suggest that people who are interpersonally competent are more likely to build and use networks of relationships that provide support in the face of stressful life

In this study, 549 youths in the fourth grade, seventh grade, tenth grade, and college completed Network of Relationship Inventories assessing their perceptions of their relationships with significant others. The findings were largely consistent with 7 propositions derived from major theories of the developmental courses of personal relationships. In particular, mothers and fathers were seen as the most frequent providers of support in the fourth grade. Same-sex friends were perceived to be as supportive as parents in the seventh grade, and were the most frequent providers of support in the tenth grade. Romantic partners moved up in rank with age until college, where they, along with friends and mothers, received the highest ratings for support. Age differences were also observed in perceptions of relationships with grandparents, teachers, and siblings. Finally, age differences in perceived conflict, punishment, and relative power suggested that there was a peak in tension in parent-child relationships in early and middle adolescence. Discussion centers around the role various relationships are perceived as playing at different points in development.

Although many studies of family constellations exist, only recently have investigators begun to examine the qualities of sibling relationships. The purpose of the present investigation was to develop a systematic framework for describing and assessing such relationship qualities. In the first study, upper elementary school children were interviewed about their perceptions of the qualities of their sibling relationships. These interviews yielded a list of 15 salient qualities. In the second study, a self-report questionnaire that assessed their perceptions of these qualities was administered to a sample of 198 fifth- and sixth-grade children. A principal components analysis yielded 4 underlying factors: (a) Warmth/Closeness, (b) Relative Status/Power, (c) Conflict, and (d) Rivalry. Relative Status/Power was found to be strongly related to the relative ages of the child and sibling. The other 3 factors were also related to various family constellation variables, but these relations were modest in size. Because family constellation variables and the qualities of sibling relationships are not isomorphic with one another, it is important to study relationship qualities directly, rather than simply examining family constellation variables. Some of the determinants of such qualities are discussed.