Gregson Kim D, Tu Kelly M, Erath Stephen A, Pettit Gregory S
Department of Human Development and Family Studies, Auburn University.
Department of Human Development and Family Studies, University of Illinois.
J Fam Psychol. 2017 Sep;31(6):668-678. doi: 10.1037/fam0000314. Epub 2017 Mar 20.
The present study investigated longitudinal associations between behavioral and cognitive dimensions of parental social coaching (i.e., advice about how to behave or think about peer challenges) and young adolescents' peer acceptance, and whether such associations are moderated by youths' social skills. Time 1 (T1) participants included 123 young adolescents (M age = 12.03 years; 50% boys; 58.5% European American). Parents gave open-ended reports about their social coaching to hypothetical peer stress scenarios, which were coded from low to high quality on behavioral and cognitive dimensions. Parents and teachers reported on adolescent prosocial behavior (i.e., social-behavioral skills), and adolescents reported on their social appraisals and social self-efficacy (i.e., social-cognitive skills). At T1 (before the first year of middle school) and Time 2 (approximately 10 months later, after the first year of middle school), parents and teachers rated adolescent peer acceptance. Analyses revealed that parents' prosocial behavioral advice and benign cognitive framing independently predicted adolescents' higher peer acceptance prospectively (controlling for earlier levels of peer acceptance). Furthermore, adolescent social skills moderated links between coaching and peer acceptance. Specifically, adolescents with higher, but not lower, social-cognitive skills became more accepted in the context of higher-quality coaching, supporting a "capitalization" pattern, such that these youth may be better able to utilize coaching suggestions. Results underscore the utility of parents' behavioral advice and cognitive framing for adolescent peer adjustment across the middle school transition and suggest that optimal social-coaching strategies may depend in part on adolescent social skill level. (PsycINFO Database Record
本研究调查了父母社会指导的行为和认知维度（即关于如何应对同伴挑战的行为或思考方式的建议）与青少年同伴接纳之间的纵向关联，以及这种关联是否受到青少年社交技能的调节。时间1（T1）的参与者包括123名青少年（平均年龄 = 12.03岁；50%为男孩；58.5%为欧美裔）。父母针对假设的同伴压力情景给出了关于他们社会指导的开放式报告，这些报告在行为和认知维度上从低到高进行编码。父母和教师报告了青少年的亲社会行为（即社会行为技能），青少年报告了他们的社会评价和社会自我效能感（即社会认知技能）。在T1（初中一年级之前）和时间2（大约10个月后，初中一年级之后），父母和教师对青少年的同伴接纳程度进行了评分。分析表明，父母的亲社会行为建议和良性认知框架能够独立预测青少年未来更高的同伴接纳程度（控制了早期的同伴接纳水平）。此外，青少年的社交技能调节了指导与同伴接纳之间的联系。具体而言，具有较高而非较低社会认知技能的青少年在高质量指导的背景下更容易被接纳，这支持了一种“增值”模式，即这些青少年可能更能够利用指导建议。研究结果强调了父母的行为建议和认知框架在青少年初中过渡阶段同伴适应中的作用，并表明最佳的社会指导策略可能部分取决于青少年的社交技能水平。（PsycINFO数据库记录
