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Relative Importance of Parents and Peers: Differences in Academic and Social Behaviors at Three Grade Levels Spanning Late Childhood and Early Adolescence

^* To whom correspondence should be addressed. E-mail: cmasten{at}ucla.edu.

	Abstract

By focusing on school-based behaviors, this study examined the validity of a lay assumption that peers match, and even surpass, parents in terms of their importance as socialization agents by early adolescence. Self-reported academic and social behaviors, peer group norms, and perceived parent values were assessed among fourth, sixth, and eighth graders (n = 364). Results indicated academic and social behaviors, and perceived peer group norms for each, were more negative among older youth than younger youth. Sixth and eighth graders also reported parents valuing social behaviors less than fourth graders, although perceptions of parent values of academic behaviors remained high for all grades. Regression findings suggested perceived parent values predict academic and social behaviors at each grade, whereas peer group norms predict social behavior for all grades, but academic behavior only for older students. Implications of these findings are discussed in terms of ameliorating negative changes in behavior during middle school.

First published on November 17, 2008, doi:10.1177/0272431608325504

The Journal of Early Adolescence 2009;29:773.

A more recent version of this article appeared on December 1, 2009


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