Socializing procedures in parent–child and friendship relations during adolescence.

Hunter, Fumiyo T.

doi:10.1037/0012-1649.20.6.1092

Cited by 51 publications

(33 citation statements)

References 18 publications

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“…In addition, relationships with friends, in contrast to relationships within the family, are more likely to provide adolescents with opportunities to express alternative views and engage in an equal exchange of feelings and beliefs (Hunter, 1984), activities which are critical for learning to empathize with and understand the point of view of others (Rubin, 1980). For these reasons, one goal of the present study was to conduct a genetic analysis of adolescents' positive and negative social interactions with best friends.…”

mentioning

confidence: 97%

Genetic Contributions to Adolescents' Extrafamilial Social Interactions: Teachers, Best Friends, and Peers

et al. 1995

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The purpose of the present study was to investigate genetic and environmental contributions to individual differences in adolescents' social interactions outside the family. We investigated sibling resemblance for adolescents' reports of interactions with best friends and teachers, and parents' perceptions of adolescents' peer groups in 701 same-sex adolescent sibling pairs aged 10-18, using a twin, full sibling, and step sibling design. Our goals were to assess the magnitude of sibling resemblance, and to disentangle resemblance due to shared genetic heritage from that due to shared environmental experiences. Substantial genetic influence was found for parents' perceptions of adolescents' peer groups. Adolescents' reports of positive interactions with teachers and best friends also showed significant genetic infiuence. In contrast, individual differences in adolescents' reports of negative interactions with teachers and best friends showed no significant genetic influence. In addition, most environmental infiuences for social interactions with teachers, best friends, and peers were largely of the nonshared variety, suggesting that growing up in the same family does not make adolescents similar in their extrafamilial social interactions.

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confidence: 97%

Genetic Contributions to Adolescents' Extrafamilial Social Interactions: Teachers, Best Friends, and Peers

et al. 1995

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“…The Inventory of Socializing Interactions (Hunter, 1984; Youniss & Smolar, 1985) consisted of two subscales. The first subscale, reciprocity, described perceptions of mutuality in the relationship (e.g., How often does your romantic partner do the following when he or she wants you to do something?…”

Section: Instrumentsmentioning

confidence: 99%

“…Perceived relationship reciprocity and authority vary with age. Across adolescence, authority declines and reciprocity increases in parent-child and friend relationships, but regardless of age, parents retain more authority than friends and friendships contain more reciprocity than parent-adolescent relationships (Hunter, 1984;Laursen, Wilder, Noack, & Williams, in press). Less is known about romantic relationships, but findings from one study suggest little change across adolescence in perceptions of relative power; adolescents of all ages rank romantic relationships as more similar to friendships than parent-child relationships in terms of perceived authority (Furman & Buhrmester, 1992).…”

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confidence: 99%

Characteristics of closeness in adolescent romantic relationships

Adams¹,

Laursen²,

Wilder³

2001

Journal of Adolescence

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This investigation was designed to describe characteristics of closeness in the romantic relationships of early, mid-, and late adolescents, and to determine whether adolescent reports of relationship authority and reciprocity are linked to perceptions of interdependence, interaction frequency, activity diversity, influence, and relationship duration. Age was positively associated with interdependence, daily social interaction, weekly activity diversity, and reciprocity but not with influence, authority, or relationship duration; gender was unrelated to all characteristics of closeness. Authority and reciprocity were each positively associated with relationship influence. Authority moderated associations between reciprocity and several characteristics of closeness such that reciprocity was positively linked to interdependence, daily social interaction, and weekly activity diversity, but only in relationships characterized by low levels of authority. Neither reciprocity nor authority was associated with relationship duration.During childhood, close relationships tend to be limited to family members and friends, but during adolescence a new close relationship emerges: The romantic relationship. Closeness, is an important index of relationship quality has been studied extensively among adults, especially in the context of heterosexual relationships (see Clark and Reis, 1988, for review). Participants who perceive their relationship to be high in closeness report more satisfaction than those who perceive their relationship to be low in closeness (Aron, Aron, Smollan, 1992). Close relationships are also more stable and less likely to terminate than less close relationships (Berscheid, Snyder, & Omoto, 1989a). It is somewhat surprising, therefore, that little is known about closeness in romantic relationships during adolescence. The present study was designed to describe adolescent romantic relationships on several dimensions of closeness and to determine whether patterns of closeness vary across the adolescent years. Berscheid, Snyder, & Omoto, 1989b). Frequency describes the amount of social interaction between participants. Diversity describes the extent to which participants engage in different types of social interchanges. Strength of influence describes the degree to which exchanges affect the participants. Duration describes the time period over which participants have maintained interconnections. In close relationships, participants engage in frequent social interaction, share a variety of different activities together, and shape one another's thoughts and behaviors through exchanges that are maintained over time and across space. Developmental alterations in interdependence have been noted. Considerable evidence supports the notion that, with age, adolescents spend more time with agemates and less time with family members (Larson & Richards, 1991). Yet even as peer influence increases across adolescence, parents remain the more influential relationship (Berndt, 1999). Evidence suggests that patterns...

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“…Firstly, previous studies have mainly focussed on predicting adolescent behaviour, emotional development or social skills development in relation to parental educational level, SES, family structure, and so forth (Hunter 1984), but not adolescent academic skills. Secondly, only a few studies combining different background factors have focused on the development of one isolated area of academic performance, such as mathematical skills (Entwisle and Alexander 1996), at a time.…”

Section: Aims Of the Studymentioning

confidence: 99%

Family structure and academic skills among Finnish adolescents

Björn

Kyttälä

2011

Eur J Psychol Educ

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This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen-to fourteen-year-old (grade 8) students" (N=171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their homes. The findings of the study revealed that adolescents from other than two-parent intact families performed particularly well in regard to literacy skills. There were no gender differences with respect to either skill. The adolescents came from families of each type of structure, across all skill levels, suggesting that adolescent learning outcomes are not determined by diversity in family structure.A family is a socio-cultural unit that intermediates values (Minick et al. 1993;Schwartz, 1996) and learning-related motivation (Allen et al. forms a pathway to learning central academic skills as well.Moreover, there is a substantial body of research on the interplay between an individual"s inherited personal qualities and their surrounding factors (Plomin 1994).

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Socializing procedures in parent–child and friendship relations during adolescence.

Cited by 51 publications

References 18 publications

Genetic Contributions to Adolescents' Extrafamilial Social Interactions: Teachers, Best Friends, and Peers

Genetic Contributions to Adolescents' Extrafamilial Social Interactions: Teachers, Best Friends, and Peers

Characteristics of closeness in adolescent romantic relationships

Family structure and academic skills among Finnish adolescents

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