Family Interaction, Social Cognition and Children's Subsequent Relations with Peers at Kindergarten

This study examined relations among family interaction qualities and children's social cognitions and subsequent social competence with peers. Thirty five-year-old children (fifteen boys) and their families were observed in their homes and the children were administered a social cognitive assessment battery during the summer prior to the children's entry into kindergarten. Interactional episodes were coded in terms of the degree of observed parent-child responsiveness, coerciveness and intrusiveness. Social cognitive measures consisted of self-efficacy and outcome expectations regarding aggressive and competent responding to hypothetical conflicts. Children's subsequent relations with peers in kindergarten were evaluated on the basis of teacher ratings. Social competence with peers was predicted by responsive family interactions and lower self-efficacy scores for both aggressive and competent responding. Aggression with peers was predicted by coercive and intrusive family interactions and higher self-efficacy scores for aggressive responding. Regression analyses suggested that the social cognitive patterns mediated the relation between family interaction and children's social behavior. Implications of these findings are discussed with respect to the role of family interaction patterns in the social transmission of interpersonal style.