Parents and Peers in Child and Adolescent Development: Additive, Multiplicative, and Transactional Mechanisms

A special issue of Children (ISSN 2227-9067).

Deadline for manuscript submissions: closed (31 January 2021) | Viewed by 35708

Special Issue Editors

Department of Human Development & Family Science, Oklahoma State University, 233 HumanSciences, Stillwater, OK,USA
Interests: children’s social competence as it relates to family and peer groups
Department of Human Development and Family Science, 233 Human Sciences, Oklahoma State University, Stillwater, OK 74078-6122
Interests: developmental psychopathology; middle childhood;adolescence; parenting; parent-child relationship quality

Special Issue Information

This Special Issue focuses on the critical roles that parents and peers play in the socialization process during childhood and adolescence. Specifically, manuscripts submitted to this Special Issue should focus on the interplay between parenting/parent–child relationships and peer relationships/characteristics, such as the following topics. First, some works may explore whether parenting or parent–child relationships predict peer relationships. Other papers may investigate transactional or reciprocal links between parenting and peer relationships. A third possible topic may center on whether parents and peers serve as unique predictors of child and adolescent adjustment when examined simultaneously. Research may focus on mediation effects, such as whether peer relationships mediate the link between parenting and adjustment. Finally, moderating effects may be another research goal of submitted manuscripts; for example, do peer relationships and/or characteristics attenuate or exacerbate the link between parenting and child and adolescent adjustment? Proposed conceptual models will be particularly welcome.

Prof. Dr. Amanda W. Harrist
Dr. Michael M. Criss
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • child development
  • social exclusion
  • parenting
  • family studies
  • social development
  • childhood obesity

Published Papers (10 papers)

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Editorial

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5 pages, 532 KiB  
Editorial
Parents and Peers in Child and Adolescent Development: Preface to the Special Issue on Additive, Multiplicative, and Transactional Mechanisms
by Amanda W. Harrist and Michael M. Criss
Children 2021, 8(10), 831; https://doi.org/10.3390/children8100831 - 22 Sep 2021
Cited by 2 | Viewed by 2201
Abstract
Parents and peers play critical roles in the socialization of children and adolescents, yet investigations on the role played by parents vs. peers have been largely separate for many years. To address this problem, we invited leading scholars in the field to collectively [...] Read more.
Parents and peers play critical roles in the socialization of children and adolescents, yet investigations on the role played by parents vs. peers have been largely separate for many years. To address this problem, we invited leading scholars in the field to collectively tell a complex story of the part that parents and peers together play in the development of children and adolescents. The resulting Special Issue is a collection of papers highlighting current conceptualizations and empirical work in this area, with a focus on additive, multiplicative, and transactional mechanisms that link parent and peer relational contexts to each other and to child/adolescent social and emotional development. Two papers present new conceptual models, six illustrate empirical work in the field, and one paper that provides a comprehensive review of the literature. The stories that are conveyed in the issue are both innovative and complex. Full article
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Research

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12 pages, 569 KiB  
Article
Examining Reciprocal Links between Parental Autonomy-Support and Children’s Peer Preference in Mainland China
by Na Hu, Muzi Yuan, Junsheng Liu, Robert J. Coplan and Ying Zhou
Children 2021, 8(6), 508; https://doi.org/10.3390/children8060508 - 16 Jun 2021
Cited by 6 | Viewed by 2710
Abstract
The present study examined the longitudinal relations between child perceptions of parental autonomy-support and peer preference in mainland China. Participants were N = 758 children (50.8% boys; Mage = 10.78 years, SD = 1.03 at Wave 1; Mage = 11.72 years, [...] Read more.
The present study examined the longitudinal relations between child perceptions of parental autonomy-support and peer preference in mainland China. Participants were N = 758 children (50.8% boys; Mage = 10.78 years, SD = 1.03 at Wave 1; Mage = 11.72 years, SD = 1.11 at Wave 2; Mage = 12.65 years, SD = 0.95 at Wave 3) from elementary and middle schools in Shanghai, P.R. China. Children were followed over three years from Grades 4–6 to Grades 6–8. Each year, children reported their perceived maternal/paternal autonomy-support and peer preference (being well-liked among peers) was measured via peer nominations. Among the results, peer preference positively predicted later perceptions of maternal and paternal autonomy-supportive parenting, whereas autonomy-supportive parenting did not significantly predict later peer preference. Results are discussed in terms of the interactions between parental autonomy-supportive parenting and children’s peer relationships in Chinese culture. Full article
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33 pages, 7390 KiB  
Article
Parental Educational Attainment, the Superior Temporal Cortical Surface Area, and Reading Ability among American Children: A Test of Marginalization-Related Diminished Returns
by Shervin Assari, Shanika Boyce, Mohsen Bazargan, Alvin Thomas, Ryon J. Cobb, Darrell Hudson, Tommy J. Curry, Harvey L. Nicholson, Jr., Adolfo G. Cuevas, Ritesh Mistry, Tabbye M. Chavous, Cleopatra H. Caldwell and Marc A. Zimmerman
Children 2021, 8(5), 412; https://doi.org/10.3390/children8050412 - 18 May 2021
Cited by 10 | Viewed by 3539
Abstract
Background: Recent studies have shown that parental educational attainment is associated with a larger superior temporal cortical surface area associated with higher reading ability in children. Simultaneously, the marginalization-related diminished returns (MDRs) framework suggests that, due to structural racism and social stratification, returns [...] Read more.
Background: Recent studies have shown that parental educational attainment is associated with a larger superior temporal cortical surface area associated with higher reading ability in children. Simultaneously, the marginalization-related diminished returns (MDRs) framework suggests that, due to structural racism and social stratification, returns of parental education are smaller for black and other racial/ethnic minority children compared to their white counterparts. Purpose: This study used a large national sample of 9–10-year-old American children to investigate associations between parental educational attainment, the right and left superior temporal cortical surface area, and reading ability across diverse racial/ethnic groups. Methods: This was a cross-sectional analysis that included 10,817 9–10-year-old children from the Adolescent Brain Cognitive Development (ABCD) study. Parental educational attainment was treated as a five-level categorical variable. Children’s right and left superior temporal cortical surface area and reading ability were continuous variables. Race/ethnicity was the moderator. To adjust for the nested nature of the ABCD data, mixed-effects regression models were used to test the associations between parental education, superior temporal cortical surface area, and reading ability overall and by race/ethnicity. Results: Overall, high parental educational attainment was associated with greater superior temporal cortical surface area and reading ability in children. In the pooled sample, we found statistically significant interactions between race/ethnicity and parental educational attainment on children’s right and left superior temporal cortical surface area, suggesting that high parental educational attainment has a smaller boosting effect on children’s superior temporal cortical surface area for black than white children. We also found a significant interaction between race and the left superior temporal surface area on reading ability, indicating weaker associations for Alaskan Natives, Native Hawaiians, and Pacific Islanders (AIAN/NHPI) than white children. We also found interactions between race and parental educational attainment on reading ability, indicating more potent effects for black children than white children. Conclusion: While parental educational attainment may improve children’s superior temporal cortical surface area, promoting reading ability, this effect may be unequal across racial/ethnic groups. To minimize the racial/ethnic gap in children’s brain development and school achievement, we need to address societal barriers that diminish parental educational attainment’s marginal returns for middle-class minority families. Social and public policies need to go beyond equal access and address structural and societal barriers that hinder middle-class families of color and their children. Future research should test how racism, social stratification, segregation, and discrimination, which shape the daily lives of non-white individuals, take a toll on children’s brains and academic development. Full article
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18 pages, 519 KiB  
Article
Anxious Solitude, Reciprocated Friendships with Peers, and Maternal Overcontrol from Third through Seventh Grade: A Transactional Model
by Heidi Gazelle and Ming Cui
Children 2021, 8(5), 379; https://doi.org/10.3390/children8050379 - 11 May 2021
Cited by 3 | Viewed by 1396
Abstract
Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased [...] Read more.
Guided by a Transactional Model of anxious solitude development, we tested friend and maternal influences on continuity and change in youth anxious solitude from 3rd through 7th grade, as well as the influence of youth anxious solitude on decreased friendship participation and increased maternal overcontrol over time. Participants were 230 American youth (57% girls) selected for longitudinal study from a public-school screening sample (n = 688). Peers reported on anxious solitude, both peers and youth reported on reciprocated friendship, and youth reported on their mother’s overcontrol annually. Stability and incremental change in youth, friend, and maternal factors were tested in an autoregressive cross-lagged panel analytic model. Having few mutual friendships predicted incremental increase in youth anxious solitude in mid-elementary school, then youth anxious solitude predicted the loss of friendships after the middle school transition. Additionally, youth anxious solitude in third grade evoked increased maternal overcontrol in fourth grade, but the reverse direction of effect was not supported. Youth’s participation in few friendships also evoked mothers’ overcontrol, which exacerbated their child’s loss of friendships in elementary school. Taken together, having few mutual friends contributed to youth anxious solitude and maternal overcontrol, and subsequently these factors further exacerbated youth’s loss of friendships. Full article
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15 pages, 876 KiB  
Article
Peer Influence during Adolescence: The Moderating Role of Parental Support
by Mazneen Havewala, Julie C. Bowker, Kelly A. Smith, Linda Rose-Krasnor, Cathryn Booth-LaForce, Brett Laursen, Julia W. Felton and Kenneth H. Rubin
Children 2021, 8(4), 306; https://doi.org/10.3390/children8040306 - 17 Apr 2021
Cited by 6 | Viewed by 5776
Abstract
Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the [...] Read more.
Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the contributions of best friends’ internalizing and externalizing difficulties (as assessed in Grade 6; G6: Mage = 13.64 years; 53% female; 40% ethnic or racial minority) were examined as they predicted subsequent adolescent internalizing and externalizing difficulties (at G8); in addition, the moderating role of both maternal and paternal support (at G6) was explored. Structural equation modelling revealed that best friend internalizing difficulties predicted decreases, but that best friend externalizing difficulties predicted increases in adolescents’ externalizing difficulties over time. Significant interactions involving both maternal and paternal support revealed that the negative impact of a G6 best friend having internalizing problems on later G8 adolescent externalizing problems was stronger at low levels of maternal and paternal support. The findings highlight the complex, and interactive, influences of friends and parents on the development of internalizing and externalizing symptomatology during adolescence, and underscore the importance of targeting both sources of social influence in research and clinical work. Full article
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15 pages, 276 KiB  
Article
Emotion Regulation with Parents and Friends and Adolescent Internalizing and Externalizing Behavior
by Eric W. Lindsey
Children 2021, 8(4), 299; https://doi.org/10.3390/children8040299 - 13 Apr 2021
Cited by 6 | Viewed by 2442
Abstract
This study examined adolescents’ self-reported use of emotion regulation strategies with parents and friends in relation to internalizing and externalizing behavior. A total of 185 children aged 13–14 years old (91 girls, 94 boys) completed three surveys to assess their emotion regulation strategies [...] Read more.
This study examined adolescents’ self-reported use of emotion regulation strategies with parents and friends in relation to internalizing and externalizing behavior. A total of 185 children aged 13–14 years old (91 girls, 94 boys) completed three surveys to assess their emotion regulation strategies with mothers, fathers and best friends. Parents completed surveys assessing adolescents’ internalizing and externalizing behavior. Regression analysis revealed that adolescents’ self-reported ER with mothers and fathers and friends made independent contributions to parent reports of youth internalizing and externalizing behavior. Adolescents who reported engaging in more emotion suppression with friends had higher internalizing scores, whereas adolescents who reported more affective expression with friends had lower internalizing scores. Self-reported emotion regulation strategies with mothers and fathers were unrelated to internalizing behavior. Adolescents who reported engaging in higher levels of affective suppression and cognitive reappraisal with their mothers and fathers had lower parental ratings of externalizing behavior. Emotion regulation strategies with best friends were unrelated to externalizing behavior. Full article
12 pages, 953 KiB  
Article
Neighborhood, Peer, and Parental Influences on Minor and Major Substance Use of Latino and Black Adolescents
by Marika Sigal, Bryan J. Ross, Andrew O. Behnke and Scott W. Plunkett
Children 2021, 8(4), 267; https://doi.org/10.3390/children8040267 - 31 Mar 2021
Cited by 5 | Viewed by 2143
Abstract
Self-report survey data were collected from 797 adolescents (47.2% Latino, 52.8% Black) in North Carolina. Path analyses were conducted to examine relationships between youth perceptions of maternal and paternal monitoring, neighborhood crime/drugs, friends’ delinquency, peer victimization, minor substance use, and major substance use. [...] Read more.
Self-report survey data were collected from 797 adolescents (47.2% Latino, 52.8% Black) in North Carolina. Path analyses were conducted to examine relationships between youth perceptions of maternal and paternal monitoring, neighborhood crime/drugs, friends’ delinquency, peer victimization, minor substance use, and major substance use. After establishing a good fitting model, multigroup models were conducted for Blacks vs. Latinos. The results indicated perceived maternal monitoring (and paternal monitoring for Latinos) was directly related to decreased exposure to neighborhood crime/drugs and friends’ delinquency. For Latinos and Blacks, maternal and paternal monitoring were directly related to gateway substance use, and indirectly related to major substance use through gateway substance use. Additionally, friends’ delinquency and peer victimization were directly related to gateway and major substance use for Blacks and Latinos. Thus, exposure to neighborhood crime/drugs was indirectly related to substance use through friends’ delinquency and peer victimization. Full article
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15 pages, 306 KiB  
Article
Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development
by Ronald B. Cox, Jr., Darcey K. deSouza, Juan Bao, Hua Lin, Sumeyra Sahbaz, Kimberly A. Greder, Robert E. Larzelere, Isaac J. Washburn, Maritza Leon-Cartagena and Alma Arredondo-Lopez
Children 2021, 8(4), 256; https://doi.org/10.3390/children8040256 - 25 Mar 2021
Cited by 14 | Viewed by 5745
Abstract
In this paper we make the case for Shared Language Erosion as a potential explanation for the negative outcomes described in the immigrant paradox for second- and third- generation immigrants (e.g., declines in physical, mental, and behavioral health). While not negating the important [...] Read more.
In this paper we make the case for Shared Language Erosion as a potential explanation for the negative outcomes described in the immigrant paradox for second- and third- generation immigrants (e.g., declines in physical, mental, and behavioral health). While not negating the important role of cultural adaptation, we posit that parent-child communication difficulties due to a process we are calling Shared Language Erosion is driving the observed affects previously attributed to changes in cultural values and beliefs. Shared Language Erosion is the process during which adolescents improve their English skills while simultaneously losing or failing to develop their heritage language; at the same time their parents acquire English at a much slower rate. This lack of a common shared language makes it difficult for parents and their adolescent children to effectively communicate with each other, and leads to increased parent-child conflict, reduced parental competence, aggravated preexisting flaws in parent-child attachment, and increased adolescent vulnerability to deviant peer influences. Full article
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Review

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26 pages, 378 KiB  
Review
Themes and Theories Revisited: Perspectives on Processes in Family–Peer Relationships
by Gary W. Ladd and Ross D. Parke
Children 2021, 8(6), 507; https://doi.org/10.3390/children8060507 - 15 Jun 2021
Cited by 8 | Viewed by 3660
Abstract
Nearly thirty years ago, we invited a consortium of esteemed researchers to contribute to a volume entitled Family–Peer Relations: Modes of Linkage that provided a state-of-the-science appraisal of theory and research within the newly emerging discipline of family–peer relations. The volume’s first chapter [...] Read more.
Nearly thirty years ago, we invited a consortium of esteemed researchers to contribute to a volume entitled Family–Peer Relations: Modes of Linkage that provided a state-of-the-science appraisal of theory and research within the newly emerging discipline of family–peer relations. The volume’s first chapter was titled, “Themes and Theories: Perspectives on Processes in Family–Peer Relationships”, and its primary aims were to identify the processes in the family system that were posited to have a bearing on children’s development in the peer system (and vice versa), characterize potential mechanisms of linkage, describe extant lines of investigation, appraise empirical accomplishments, and identify issues in need of further investigation. Here, nearly thirty years hence, we are pleased to have the opportunity to reappraise the theory and research on family–peer relations. In this article, we revisit the primary objectives that were addressed in our previously published “Themes and Theories” chapter but do so with the express purpose of evaluating the discipline’s progress. Likewise, we also revisit our prior roadmap and associated calls-to-action to update these entities in light of past accomplishments, current limitations, and pressing sociocultural issues and concerns. Full article
15 pages, 654 KiB  
Review
Parent and Peer Emotion Responsivity Styles: An Extension of Gottman’s Emotion Socialization Parenting Typologies
by Jens E. Jespersen, Nathan R. Hardy and Amanda Sheffield Morris
Children 2021, 8(5), 319; https://doi.org/10.3390/children8050319 - 22 Apr 2021
Cited by 11 | Viewed by 4389
Abstract
This theoretical paper introduces six emotion socialization typologies that can be used for designating emotion responsivity styles of parents and peers of children in middle childhood, referred to as Parent and Peer Emotion Responsivity Styles (PPERS). This typology draws on theoretical foundations of [...] Read more.
This theoretical paper introduces six emotion socialization typologies that can be used for designating emotion responsivity styles of parents and peers of children in middle childhood, referred to as Parent and Peer Emotion Responsivity Styles (PPERS). This typology draws on theoretical foundations of meta-emotion and emotion socialization. These typologies are compliment with and extend Gottman’s emotion-based parenting styles, as they are organized generally by whether the response is more positive or more negative and whether the response is more emotionally constructive or destructive, but extend the four styles to include whether the parent or peer targets the emotion directly when responding to a child’s emotions, or whether they target the emotion-related behavior. On the positive end, there is the Emotion Constructive style, which targets the child’s emotions directly. The other two positive styles include Emotion Responsive and Emotion Acceptive, which target the child’s emotional behaviors with higher or lower levels of activity. On the negative side, there is the Emotion Destructive style which is employed to target the emotion itself, while the Emotion Punitive and Emotion Dismissive styles target the child’s emotion-related behavior with varying levels of activity. Implications for the development and study of these theoretical typologies are discussed. Full article
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