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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

University of California, Los Angeles, cmasten{at}ucla.edu

Jaana Juvonen

University of California, Los Angeles

Agnieszka Spatzier

University of California, Los Angeles

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.

Key Words: parents • peers • academic behaviors • social behaviors

This version was published on December 1, 2009

The Journal of Early Adolescence, Vol. 29, No. 6, 773-799 (2009)
DOI: 10.1177/0272431608325504


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