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The Contribution of Family and Peer
Relationships to the Development of Social
Competence in Adolescence
Englund, Michelle Marie
Thesis. University of Minnesota 1997
Purpose:
Examine the significance of early parent-child
relationships to adolescent social competence
in peer groups. Investigate the continuity
of peer competence over time and connections
between preschool peer competence and social
competence in middle adolescence.
Sample:
40 adolescents (21 males, 19 females), ages
14-16, attending a 2-day intensive summer
camp reunion. The subjects had been selected
to attend summer camp at approximately age
10, based on attachment histories, gender
and participation in Minnesota Preschool
Project and are participants in a longitudinal
study of children born to mothers considered
to be at risk for parenting problems . The
longitudinal study included mother-child
relationship assessments at 12 and 18 months
as well as follow up assessments conducted
throughout the school years. Research on
attachment history and peer group relations
was conducted with the subject group at
the summer camp (Elicker,1991).
Methods/Instruments:
Measurements included family functioning
in early adolescence, peer competence, preschool
teacher ratings, middle childhood counselor
ratings and rankings, middle childhood observations,
adolescence revealed differences task ratings,
appropriateness of task for assessing social
competence.
Results:
- Subjects with secure attachment in infancy
were more confident, exhibited greater
leadership skills, and were more socially
competent than those subjects with an
insecure attachment in infancy.
- Subjects with middle childhood (age
13) supportive family relationships demonstrated
significantly more peer competence than
subjects with less supportive middle childhood
family relationships.
- Significant correlation between preschool
peer competence ratings and adolescent
peer competence ratings.
"Overall, findings indicate that children
who were securely attached in infancy, had
supportive relationships with their parents
at 13 years, and were socially competent
in preschool and middle childhood were significantly
more likely to be socially competent in
a peer group setting in adolescence than
those who did not have these experiences."
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