Adolescents' perception of discussions with parents and friends.

Abstract

Adolescents' perceptions of discussions with parents and friends were examined with reference to the academic/vocational, social/ethical, family, and peer domains. A total of 180 subjects completed a paper-and-pencil questionnaire: 30 males and 30 females represented each of three age groups: 12-13-, 14-15-, and 18-20year-olds. Discussion levels for parents remained substantial across ages in the academic/vocational, social/ethical, and family domains. Discussions with friends about these domains increased with age, and peer relationship issues were discussed more with friends than with parents in all age groups. For mutuality of discussion, parents tended to explain their views more than they tried to understand the adolescents' views in all domains. Friends' efforts to explain and to understand did not differ significantly for most domains. The findings are discussed in terms of the differences in procedures of social construction between parents' and friends' socializing influences. 162-163.

Sweet sixteen ... Adolescents’ problems and the peer group as source of support

“…Coleman and Hendry (1990), for instance, hold that parents' influence prevails in future-oriented domains, such as the school and work career, whereas the peers' influence centers around current events and activities, such as misunderstandings with the partner or conflicts with friends (see also Kanda! & Lesser, 1972;Hunter, 1985). Similar results were presented by Seiffge-Krenke (1985): adolescents indicated that they talk most often to the family as a strategy to cope with problems, especially with the problems concerning school, work, and the future in general.…”

Relationships with parents and friends, self‐esteem and depression among adolescents with visual impairments

“…Both family and peer relations contribute significantly in multiple ways to psychosocial development in adolescence (e.g. Hunter, 1985). They serve as complementary rather than competitive influences on youths (Damon, 1983;Kirchler et al, 1993;Youniss & Haynie, 1992).…”

Says Who?: Epistemic Authority Effects in Social Judgment

“…In the 12 th Grade, Teachers received a higher score on Formal Knowledge than Mother, who in turn was evaluated higher than Friends. In the realm of General Knowledge too, it appears that Father and Mother remain the most important epistemic authorities throughout adolescence (see also Hunter, 1985). As for Friends, they received the highest relative scores in the Social Knowledge domain for all the three age groups.…”