Children's perceptions of the personal relationships in their social networks.

Relatively few investigators have compared and contrasted the characteristics of different kinds of relationships in childrens social networks. In the present study, 199 fifth- and sixth-grade children completed Network of Relationships Inventories, which assessed 10 qualities of their relationships with mothers, fathers, siblings, grandparents, friends, and teachers. Consistent with Weisss (1974) theory, children reported seeking different provisions from different individuals. Mothers and fathers were turned to most often for affection, enhancement of worth, a sense of reliable aid, and instrumental aid. Next to parents, grandparents were turned to most often for affection and enhancement of worth, and teachers were turned to most often for instrumental aid. Friends were the greatest source of companionship, and friends and mothers received the highest ratings of intimacy. Additionally, children reported having more power in their relationships with other children than in those with adults. Conflict was perceived as occurring most often in sibling relationships. Chil-dren reported being most satisfied with their relationships with mothers, and they thought that their relationships with mothers and fathers were most important. Discussion centers around the bases for the childrens differentiations of their re-lationships and the implications for understanding social networks. Childrens social worlds consist of rich net-works of close relationships. Mothers, fathers, siblings, relatives, friends, and school personnel are all significant persons in their lives. Un-fortunately, investigators studying different re-lationships have remained relatively isolated from one another. The vast majority of studies have been concerned with only one relation-ship. In a few instances, some researchers have examined the characteristics of more than one relationship, such as those with parents and peers (e.g., Youniss, 1980), those with siblings and peers (Brody, Stoneman, MacKinnon, 1982), and particularly those with mothers and fathers (e.g., Lytton, 1980). Even in these stud-