The peer group as a context: moderating effects on relations between maternal parenting and social and school adjustment in chinese children

Xinyin Chen; Lei Chang; Yunfeng He; Hongyun Liu

doi:10.1111/j.1467-8624.2005.00854.x

The peer group as a context: moderating effects on relations between maternal parenting and social and school adjustment in chinese children

Child Dev. 2005 Mar-Apr;76(2):417-34. doi: 10.1111/j.1467-8624.2005.00854.x.

Authors

Xinyin Chen¹, Lei Chang, Yunfeng He, Hongyun Liu

Affiliation

¹ Department of Psychology, University of Western Ontario, London, Ontario, Canada. xchen@uwo.ca

PMID: 15784091
DOI: 10.1111/j.1467-8624.2005.00854.x

Abstract

This 2-year longitudinal study examined, in a sample of Chinese children (initial M age = 11 years), the moderating effects of the peer group on relations between maternal supportive parenting and social and school adjustment. Data were collected from multiple sources including peer assessments, teacher ratings, school records, and maternal reports. It was found that whereas group prosocial-cooperative functioning strengthened the role of supportive parenting in helping children develop social and school competence, group antisocial-destructive functioning undermined the contributions of supportive parenting to children's social and academic achievement. The results indicated the significance of the peer group as a social context for socialization and development in Chinese children.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
China
Female
Humans
Male
Maternal Behavior / ethnology*
Mother-Child Relations
Parenting*
Peer Group*
Social Adjustment*
Social Behavior*
Social Environment*
Surveys and Questionnaires