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Children's Expectations of the Outcomes of Social Strategies: Relations with Sociometric Status and Maternal Disciplinary Styles
Author(s) -
Hart Craig H.,
Ladd Gary W.,
Burleson Brant R.
Publication year - 1990
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1990.tb02766.x
Subject(s) - assertiveness , psychology , sociometric status , sociometry , developmental psychology , discipline , peer relations , peer group , social psychology , social science , sociology
To explore relations between maternal disciplinary styles, children's expectations of the outcomes of social strategies, and children's peer status, 144 mothers and their first‐ ( N = 59) and fourth‐ ( N = 85) grade children (ages = 70–86 months and 116–129 months, respectively) participated in home interviews prior to the beginning of the school year. Measures of children's sociometric status were obtained in classrooms after the school year began. Results indicated that children of mothers who were more power assertive in their disciplinary styles tended to be less accepted by peers and tended to expect successful outcomes for unfriendly‐assertive methods for resolving peer conflict (e.g., threatening to hit another child). In addition, children who expected unfriendly‐assertive strategies to lead to self‐oriented gains were less accepted by peers. Moreover, maternal disciplinary styles and outcome expectations for unfriendly‐assertive strategies were found to make separate and independent contributions to peer status.