Parents' Involvement in Adolescents' Peer Relationships: A Comparison of Mothers' and Fathers' Roles

The goals of this study were to compare mothers' and fathers' direct involvement in adolescent girls' versus boys' peer relationships and to examine the links between parents' involvement and the qualities of adolescents' friendship and peer experiences. Participants were mothers, fathers, and firstborn adolescents (mean age = 15 years) in 187 working‐ and middle‐class families. Data were collected during home visits and a series of seven nightly telephone interviews. Parents' direct involvement was measured by parents' reports of their peer‐oriented activities, parents' knowledge about adolescents' peer experiences, and parents' time spent with adolescents and their peers. Findings revealed that mothers were more knowledgeable about adolescents' peer relationships than were fathers, that mothers with daughters reported the most peer‐oriented activities, and that both mothers and fathers spent more time with same‐sex adolescents and their peers. Parents' direct involvement was differentially related to girls' versus boys' peer experiences. Discussion highlights the role of parents' and adolescents' gender in shaping this dimension of family life in adolescence.     

Adolescents' Characteristics and Parents' Beliefs as Predictors of Parentsapos; Peer Management Behaviors

This study examined parents' reported use of peer management behaviors (i.e., communicating preferences, communicating disapproval, supporting friendships, and information seeking) and linked these behaviors to (a) adolescentsapos; self‐reported psychosocial adjustment and friendships and (b) parents' beliefs about adolescents' peer relationships (i.e., perceived efficacy in managing adolescents' friendships and concerns about adolescents' friendships). The participants were 269 parents (161 mothers, 108 fathers) and their predominantly White adolescents in Grades 6 and 9 (N=177). Results suggest that parents may be more apt to use some behaviors (e.g., communicating disapproval and information seeking) when there are indications that their adolescents are engaged in problem behaviors and have friends who are deviant. In addition, parents' concerns about their adolescents' friends mediate the relationship between adolescent problem behaviors and parents' communications of disapproval. Parents' peer management is promising as a route to understand further the nature of parent–peer linkages.     

Coming Closer in Adolescence: Convergence in Mother,Father, and Adolescent Reports of Parenting

Parent–child relationships change during adolescence. Furthermore, parents and adolescents perceive parenting differently. We examined the changes in perceptions of parental practices in fathers, mothers, and adolescents during adolescence. Furthermore, we investigated if fathers', mothers', and adolescents' perceptions converge during adolescence. Following 497 families across six waves (ages 13–18), we investigated the development of parental support and behavioral control using mother and father self‐reports, and adolescent reports for mothers and fathers. We found curvilinear decrease for support and control. Parent–adolescent convergence emerged over the 6 years: those with higher intercepts had a steeper decrease, whereas correlations among parent and adolescent reports increased. This multi‐informant study sheds light on the development of parent–adolescent convergence on perceptions of parenting.     

Authority,Autonomy, and Family Relationships Among Adolescents in Urban and Rural China

Approximately 700 urban and rural 10th‐ (M=16.6 years) and 12th‐ (M=18.9 years) grade students in China completed measures assessing their beliefs about parental authority and individual autonomy, as well as aspects of their relationships with their parents. Urban adolescents indicated a greater willingness to disagree openly with their parents, a greater intensity of conflict with their parents, lower levels of cohesion with their parents, and a lower frequency of discussions with their fathers. Urban males were distinct from all other adolescents in terms of several aspects of their family relationships, reporting the earliest expectations for autonomy, the lowest levels of closeness with their mothers, and the least frequent discussions with their fathers.     

Mexican‐Origin Mothers' and Fathers' Involvement in Adolescents' Peer Relationships: A Pattern‐Analytic Approach

Using latent profile analysis, the authors examined patterns of mother – father involvement in adolescents' peer relationships along three dimensions—support, guidance, and restrictions—in 240 Mexican‐origin families. Three profiles were identified: (a) High Mother Involvement (mothers higher than fathers on all three dimensions), (b) High Support/Congruent (mothers and fathers reported the highest levels of peer support and similar levels of guidance and restrictions), and (c) Differentiated (more guidance and restrictions by fathers than by mothers, similar levels of parent support). These profiles were linked to mothers' and fathers' familism values, traditional patriarchal gender role attitudes, and socioeconomic status and to adolescents' friendship intimacy and risky behaviors measured longitudinally from early to late adolescence. Adolescent gender moderated the linkages between parents' involvement in adolescents' peer relationships and youth adjustment.     

Differences in Life Satisfaction and School Satisfaction Among Adolescents From Three Nations: The Role of Perceived Autonomy Support

Past research shows that higher well‐being is reported by adolescents who live in individualistic rather than collectivistic nations. Such cross‐national differences may be due to the amount of autonomy support adolescents receive from authority figures. To examine this hypothesis, in the current study, 322 adolescents from Denmark, South Korea, and the United States completed self‐report surveys that assessed adolescents' school and life satisfaction and their experience of autonomy support from parents and teachers. Results showed that Danish adolescents reported highest school satisfaction, life satisfaction, and perceived autonomy support, followed by American and Korean adolescents, respectively. Furthermore, cross‐national differences in school and life satisfaction were partially mediated by adolescents' perceptions of autonomy support from authority figures. These findings support self‐determination theory ( Deci & Ryan, 1985 ) and the ecological model of child development ( Bronfenbrenner, 1986 ).     

Mexican Adolescents' Perceptions of Parental Behaviors and Authority as Predictors of Their Self-Esteem and Sense of Familism

Abstract

The influences of adolescents' perceptions of parental behaviors and authority on the development of their self-esteem and sense of familism were examined among 534 youth living in Mexico. Results of hierarchical regression analyses suggest that boys' perceptions of their mothers and fathers were similar in relation to their development of self-esteem and familism. Males tended to have higher self-esteem when they perceived their parents as monitoring their behavior, granting behavioral autonomy, and having the right to exercise influence over them. For boys' sense of familism, parental influences tended to be less direct, with maternal and paternal education serving as negative predictors, while perceptions that mothers and fathers served as legitimate sources of guidance and advice were positive predictors of familism. For girls, significant predictors of familism and self-esteem varied in relation to mothers and fathers. Girls experienced higher levels of self-esteem when they perceived their mothers and fathers as facilitating connection, monitoring their behaviors, and as having the right to influence their behaviors and feelings. In addition, girls' perceptions of their fathers' expert authority also functioned as a significant predictor of their self-esteem. Mexican girls who perceived their mothers and fathers as having legitimate authority and as facilitating connection reported higher levels of familism. Additionally, age of adolescent, maternal education, and paternal education were significant predictors of familism for both boys and girls.     

Adolescents' and Their Mothers' Perceptions of Parental Management of Peer Relationships

The purpose of the present investigation was to examine the relation of level and discrepancy in mothers' and adolescents' reports of parental management of peer relationships and parent–child conflict about peer relationships to mothers' and adolescent's reports of adolescents' drug use, delinquent behavior, and grade‐point‐average (GPA). An ethnically diverse sample of 121 seventh and eighth graders and their mothers completed questionnaires assessing the degree to which mothers managed peer relationships, parent–child conflict about peer relationships, and adolescents' drug use, delinquent behavior, and GPA. Differences in mothers' versus adolescents' reports were found for parental management of peers and conflict about peer relationships. Results suggest that both level and discrepancies between mothers' and adolescents' reports of parenting are important in predicting the outcome variables. Furthermore, the direction of the discrepancy was important in determining its relation to the outcome variables.     

Adopted Adolescents' Preoccupation With Adoption: The Impact on Adoptive Family Relationships

This study examines the relationship between the intensity of adopted adolescents' thinking about their adoptions and their adoptive family relationships. Participants included 135 adopted adolescents involved in an ongoing study of openness in adoption. Adolescents who reported high levels of preoccupation with adoption reported greater alienation from their adoptive fathers than did adolescents who reported moderate or low levels of preoccupation. Adolescents with extremely high levels of preoccupation reported significantly higher levels of alienation and significantly lower levels of trust for their adoptive mothers and fathers than adolescents with extremely low levels of preoccupation. These findings, along with the divergences between adolescents' perceptions of dyadic and overall family relationships, are discussed in terms of how they relate to the process of adoptive identity exploration.     

The Longitudinal Interplay of Maternal Warmth and Adolescents' Self‐Disclosure in Predicting Maternal Knowledge

This study examined the longitudinal associations among maternal warmth, adolescents' self‐disclosure, and maternal knowledge during the transition to adolescence. Three years of self‐report data were collected from 131 married mothers and their adolescents. Results from longitudinal analysis using adolescent reports indicated that greater maternal warmth in sixth grade predicted higher levels of adolescents' self‐disclosure in seventh grade, which in turn led to higher levels of maternal knowledge in eighth grade. Thus, adolescents' self‐disclosure served as an indirect link between higher maternal warmth and greater knowledge over time. An alternative model with prior self‐disclosure predicting subsequent maternal warmth and knowledge was not supported. Overall, this study demonstrated a time‐ordered process by which maternal warmth and adolescents' self‐disclosure predict maternal knowledge. Understanding such processes that affect parental knowledge may be beneficial for future prevention and intervention efforts during the transition to adolescence.     

Undermining Adolescent Autonomy With Parents and Peers: The Enduring Implications of Psychologically Controlling Parenting

This study used a longitudinal, multimethod design to examine whether teens' perceptions of maternal psychological control predicted lower levels of adolescent autonomy displayed with their mothers and peers over time. Significant predictions from teens' perceptions of maternal psychological control to teens' displays of autonomy in maternal and peer relationships were found at age 16 after accounting for adolescent displays of autonomy with mothers and peers at age 13, indicating relative changes in teens' autonomy displayed with their mother and a close peer over time. Results suggest that the ability to assert one's autonomy in mid‐adolescence may be influenced by maternal behavior early in adolescence, highlighting the importance of parents minimizing psychological control to facilitate autonomy development for teens.     

Low‐Income Latina Mothers' Expectations for Their Pregnant Daughters' Autonomy and Interdependence

Forty‐five pregnant Latina adolescents and their mothers (23 English‐speaking, 22 Spanish‐speaking) were videotaped conversing about feelings and plans related to the adolescent's pregnancy. The prevalence of the mothers' messages about the daughter's reliance on the family unit (interdependence) and the daughter's self‐sufficiency (autonomy) were related to adolescents' reported and observed feelings about their pregnancies, pending motherhood challenges, and their relationships with their mothers. Increased interdependence messages appeared to denote positive family relations among Spanish‐speaking dyads, in that these adolescents reported more positive feelings about their pregnancy, perceived that their mothers felt more positive, and perceived more maternal social support and open communication. The role of interdependence messages was less clear for adolescents from English‐speaking families. Higher levels of maternal autonomy messages had positive associations for both groups, in that it was related to higher disclosure about concerns about childcare needs among adolescents from English‐speaking families, and about educational goals for adolescents from Spanish‐speaking families.     

Step In or Stay Out? Parents' Roles in Adolescent Siblings' Relationships

We studied parents' direct involvement in adolescent sibling relationships, including parents' reactions to sibling conflict and their time spent in the company of the sibling dyad. Participants were 185 White, working‐ and middle‐class families; firstborns averaged 15 and secondborns averaged 13.5 years of age. In separate home interviews mothers, fathers and both adolescents described their personal and family relationship qualities and experiences. In a series of 7 evening phone calls, family members reported on each day's activities including the time they spent and their companions in 63 daily activities (e.g., do dishes, play sports, talk on phone). Analyses revealed 3 general conflict reactions by parents: (a) noninvolvement (e.g., tell siblings to work out problem themselves); (b) intervene (e.g., step in and solve problem); and (c) coach (e.g., give advice about how to solve problem). We found mother‐father differences in conflict reactions and time spent with siblings; differences in parents' direct involvement as a function of the gender constellation of the sibling dyad also were evident. Direct involvement was linked to sibling relationship qualities and explained variance beyond that accounted for by an index of indirect involvement, that is, parental warmth. Further, parents' orientations toward autonomy were linked to the indices of involvement such that parents with stronger autonomy orientations were less involved, and parents' orientations explained variance in their involvement beyond that explained by adolescent characteristics.     

The Longitudinal Influence of Self‐Efficacy,Communication, and Parenting on Spontaneous Adolescent Disclosure

This study involving 463 adolescents examined the impact of parent, teen, and parent–teen interaction processes on spontaneous disclosure to mothers. High openness in communication and stronger disclosure self‐efficacy beliefs were associated with more disclosure at follow‐up. Although a positive relationship was also found for maternal warmth/responsiveness when it was considered together with other parenting attributes, its unique contribution to the disclosure process was attenuated once openness and self‐efficacy beliefs were taken into account. Domain‐specific predictors of disclosure were also explored. Open communication was important for disclosure across all domains, while self‐efficacy beliefs were critical for revealing difficult information. These findings underscore the importance of fostering an open environment in families that nurtures adolescents' confidence to engage in disclosure with parents.     

He Said What? Guided Cognitive Reframing About the Co‐Resident Father/Stepfather–Adolescent Relationship

We studied young adolescents' seeking out support to understand conflict with their co‐resident fathers/stepfathers, and the cognitive and affective implications of such support‐seeking, phenomena we call guided cognitive reframing. Our sample included 392 adolescents (M_age = 12.5, 52.3% female) who were either of Mexican or European ancestry and lived with their biological mothers and either a stepfather or a biological father. More frequent reframing was associated with more adaptive cognitive explanations for father/stepfather behavior. Cognitions explained the link between seeking out and feelings about the father/stepfather and self. Feelings about the self were more strongly linked to depressive symptoms than cognitions. We discuss the implications for future research on social support, coping, guided cognitive reframing, and father–child relationships.     

Examining the Quality of Adolescent–Parent Relationships Among Chilean Families

The purpose of this study was to examine if adolescents’ reports of warm and harsh parenting practices by their mothers and fathers varied as a function of demographic, youth and their mothers or mother figures’ individual and family characteristics. Data are from 707 community-dwelling adolescents (mean age = 14, SD = 1.4) and their mothers or mother figures in Santiago, Chile. Having a warmer relationship with both parents was inversely associated with the adolescents’ age and positively associated with adolescents’ family involvement and parental monitoring. Both mothers’ and fathers’ harsh parenting were positively associated with adolescent externalizing behaviors and being male and inversely associated with youth autonomy and family involvement. These findings suggest that net of adolescent developmental emancipation and adolescent behavioral problems, positive relationships with parents, especially fathers, may be nurtured through parental monitoring and creation of an interactive family environment, and can help to foster positive developmental outcomes.     

Middle‐Class African American Parents’ Conceptions of Parenting in Early Adolescence

Conceptions of parenting were examined in 87 middle‐class African American parents (87 mothers and 51 fathers) of early adolescents (M= 13.11 years of age). Using semistructured interviews, parents were queried about two developmentally salient issues of early adolescence: parental limit‐setting and adolescent independence. Parents primarily defined firm limits in terms of nonnegotiation, strongly endorsed setting firm limits regarding a range of issues, and justified the importance of limits by focusing on adolescents’ socialization and psychological development. Mothers rated limiting adolescents’ behavior as more important than permitting or encouraging adolescents’ independence. Limits were seen as more important by mothers of younger rather than older early adolescent females, but mothers encouraged independence more for younger rather than older early adolescent males. Mothers permitted independent decisions regarding a limited range of issues such as clothes and appearance, based on psychological concerns with adolescents’ developing autonomy and competence; they encouraged independence primarily by encouraging greater responsibility. The results demonstrate that there is considerable heterogeneity in African American parents’ beliefs and goals about parenting in early adolescence.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

A Cross‐Ethnic Study of Adolescents' Depressed Mood and the Erosion of Parental and Peer Warmth During the Transition to Young Adulthood

This 1‐year longitudinal study investigated the effects of adolescents' depressed mood on perceived parental and peer warmth during the transition to young adulthood. We hypothesized that ethnicity would moderate such effects. As part of a larger study, 511 adolescents (154 European, 205 Hispanic, and 152 Asian Americans) participated in this research. They were surveyed shortly before their high school graduation and again 1 year later. Analyses based on 2‐wave cross‐lagged models showed that higher levels of initial depressive symptoms predicted lower levels of subsequent perceived parental and peer warmth for European Americans. For Asian Americans, higher initial depressed mood was significantly associated with lower levels of perceived peer warmth and was marginally associated with lower levels of parental warmth. In contrast, the erosion of parental and peer warmth was not evident for Hispanic Americans. The role of culture in the erosion of parental and peer warmth during life transitions was discussed.