Rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior

This study examined the associations among family processes (cohesion, cont rol, and conflict), school-focused parent-child interactions (support and p ressure about achievement), and the child's own characteristics (assertiven ess, frustration tolerance, intellectual effectiveness, and self-esteem) as correlates of rule compliance and peer sociability in the classroom. The s ample consisted of 161 Grade 4 and 151 Grade 7 children. Family processes a nd parent-child interactions about school issues were associated with child ren's personal characteristics, which, in turn, predicted children's rule c ompliance and peer sociability. Some differences were found between the 4th - and 7th-grade samples; however, many variables consistently predicted the same outcomes across grades.