Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
Family, Consumer, and Human Development Department
Faculty Mentor
Diana Meter
Presentation Type
Poster Presentation
Abstract
Parent-child relationship factors, such as family-related self-worth and perception of parental acceptance,are associated with peer relations. For example, parental rejection is negatively associated with child prosocial behavior (Rothenberg et al., 2022). Parental rejection is related to more aggression and adjustment problems (Rohner, 1975; Rothenberg, 2022). Less is known about the association between self-worth related to the family and peer relations. Contingencies of self-worth refer to whether “self-esteem is sustained by successes and achievements or threatened by obstacles and failures” within these domains (Perinelli et al., 2020). For children who have been rejected, close family relationships may be less important to their sense of self-worth. This study investigated the effects of children’s contingencies of self-worth from family, their perceived parental acceptance, and parent’s contingency of self-worth from parenting on child- and teacher-reported peer relations (e.g., prosocial behavior, overt, and social aggression). We expected that higher contingencies of self-worth regarding family and a perception of more parental acceptance would be related to more prosocial behavior and less overt and social aggression above and beyond the effects of gender. Child’s perception of more parental acceptance would be related to more prosocial behavior and less aggression above and beyond the effects of gender.
Participants were 216 adolescent girls (n = 106) and boys (n = 107); three did not report gender. Participants were 55% White, 21% Black, 17% Hispanic, 7% other races/ethnicities. At T1, in 2009-2010, participants were 9th graders. T2 was approximately one year later.
Child and parent-reported contingencies of self-worth, family and parenting (Contingencies of Self Worth scale, Crocker et al., 2003). Five items, scale of 1 -7. Child-reported parent acceptance. Elliot’s Parent Rejection Scale (Whitbeck et al., 1992), six items from 1 -5. Child and teacher-reported peer relations. Participants reported their prosocial behavior, overt aggression, and social aggression at T2 only, 9 items. Overt and social aggression items were adapted from Crick (1996). Overt aggression, 4 items, and social aggression, 4 items, scales 1 – 5. Teacher reports at T2 only. Prosocial behavior, 9 items, overt aggression, 4 items, and social aggression, 4 items, scales 1 – 5. All constructs were internally consistent. Unstandardized path analysis results shown in Table 2. Standardized betas shown in Figures 1 and 2. Although not all hypothesized pathways were observed, we found evidence to suggest that positive parent-child relationship attributes were related to these attributes in the future, and that positive parent-child relationship attributes were positively related to prosocial behavior and negatively related to aggression. We found a similar pattern of results in the teacher-reported peer relations outcomes model. Fewer expected significant paths were observed, but the same pattern of effects were found, suggesting that positive parent-child attributes relate to those attributes in the future, and that above and beyond the effect of gender, some of these attributes are related to the child’s peer relations.
Children’s contingencies of self-worth about their parents and perceptions of parental acceptance relate to peer relations; therefore, parents should take note of the possible effect their relationship with their child can have.
Location
Logan, UT
Start Date
4-11-2023 12:30 PM
End Date
4-11-2023 1:30 PM
Included in
Perceptions of Parental Acceptance and Contingencies of Self-Worth Regarding Family Predicting Peer Relations
Logan, UT
Parent-child relationship factors, such as family-related self-worth and perception of parental acceptance,are associated with peer relations. For example, parental rejection is negatively associated with child prosocial behavior (Rothenberg et al., 2022). Parental rejection is related to more aggression and adjustment problems (Rohner, 1975; Rothenberg, 2022). Less is known about the association between self-worth related to the family and peer relations. Contingencies of self-worth refer to whether “self-esteem is sustained by successes and achievements or threatened by obstacles and failures” within these domains (Perinelli et al., 2020). For children who have been rejected, close family relationships may be less important to their sense of self-worth. This study investigated the effects of children’s contingencies of self-worth from family, their perceived parental acceptance, and parent’s contingency of self-worth from parenting on child- and teacher-reported peer relations (e.g., prosocial behavior, overt, and social aggression). We expected that higher contingencies of self-worth regarding family and a perception of more parental acceptance would be related to more prosocial behavior and less overt and social aggression above and beyond the effects of gender. Child’s perception of more parental acceptance would be related to more prosocial behavior and less aggression above and beyond the effects of gender.
Participants were 216 adolescent girls (n = 106) and boys (n = 107); three did not report gender. Participants were 55% White, 21% Black, 17% Hispanic, 7% other races/ethnicities. At T1, in 2009-2010, participants were 9th graders. T2 was approximately one year later.
Child and parent-reported contingencies of self-worth, family and parenting (Contingencies of Self Worth scale, Crocker et al., 2003). Five items, scale of 1 -7. Child-reported parent acceptance. Elliot’s Parent Rejection Scale (Whitbeck et al., 1992), six items from 1 -5. Child and teacher-reported peer relations. Participants reported their prosocial behavior, overt aggression, and social aggression at T2 only, 9 items. Overt and social aggression items were adapted from Crick (1996). Overt aggression, 4 items, and social aggression, 4 items, scales 1 – 5. Teacher reports at T2 only. Prosocial behavior, 9 items, overt aggression, 4 items, and social aggression, 4 items, scales 1 – 5. All constructs were internally consistent. Unstandardized path analysis results shown in Table 2. Standardized betas shown in Figures 1 and 2. Although not all hypothesized pathways were observed, we found evidence to suggest that positive parent-child relationship attributes were related to these attributes in the future, and that positive parent-child relationship attributes were positively related to prosocial behavior and negatively related to aggression. We found a similar pattern of results in the teacher-reported peer relations outcomes model. Fewer expected significant paths were observed, but the same pattern of effects were found, suggesting that positive parent-child attributes relate to those attributes in the future, and that above and beyond the effect of gender, some of these attributes are related to the child’s peer relations.
Children’s contingencies of self-worth about their parents and perceptions of parental acceptance relate to peer relations; therefore, parents should take note of the possible effect their relationship with their child can have.