{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23823"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23823","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cognitive representational models of social interaction: Proposed linkage between the family and the peer system","abstract":"Conceptualizing cognitive representations of social relationships as potential mediating links between the family and peer systems, the current study sought to demonstrate that parents' and children's models of social relationships in both the family and peer contexts vary as a function of the child's acceptance by their peers. Parents and their children (who were identified as either sociometrically popular or rejected in their classroom) were interviewed to assess potential components of such social-cognitive models when faced with social problems. Components assessed included interpretations of the situation, affective responses, strategies, goals, anticipation of consequences, and the generation of alternative strategies. In addition, several questionnaires were used to assess family members' feelings of efficacy and knowledge of the effectiveness of various strategies, the degree to which they value social relationships, as well as several psychological constructs including depression, loneliness, social dissatisfaction, and marital satisfaction. Results indicated that, on several dimensions, children's cognitive representations of social relationships are similar for both the family and peer contexts, though this depended greatly on the situation in which they were assessed. These representations appear to vary as a function of the child's success in their peer group. Relationships were also found between parents' models and children's models, again as a function of that child's sociometric status. These results provide preliminary evidence for the role of the family in the development of children's social representations across various contexts.","abstract_html":"Conceptualizing cognitive representations of social relationships as potential mediating links between the family and peer systems, the current study sought to demonstrate that parents' and children's models of social relationships in both the family and peer contexts vary as a function of the child's acceptance by their peers. Parents and their children (who were identified as either sociometrically popular or rejected in their classroom) were interviewed to assess potential components of such social-cognitive models when faced with social problems. Components assessed included interpretations of the situation, affective responses, strategies, goals, anticipation of consequences, and the generation of alternative strategies. In addition, several questionnaires were used to assess family members' feelings of efficacy and knowledge of the effectiveness of various strategies, the degree to which they value social relationships, as well as several psychological constructs including depression, loneliness, social dissatisfaction, and marital satisfaction. Results indicated that, on several dimensions, children's cognitive representations of social relationships are similar for both the family and peer contexts, though this depended greatly on the situation in which they were assessed. These representations appear to vary as a function of the child's success in their peer group. Relationships were also found between parents' models and children's models, again as a function of that child's sociometric status. These results provide preliminary evidence for the role of the family in the development of children's social representations across various contexts.","abstract_has_math":false,"creators":["Burks, Virginia Morrow"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology, Social","degree_department":null,"school":null,"contributors":["Parke, Ross D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:28:26Z","date_published":"2011-05-07T14:28:26Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Psychology, Social","Psychology, Developmental","Sociology, Individual and Family Studies"],"languages":["eng"],"rights":["Copyright 1991 Burks, Virginia Morrow"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136557","(UMI)AAI9136557"],"render_values":[{"text":"AAI9136557","href":null,"code":true},{"text":"(UMI)AAI9136557","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23823","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Parke, Ross D."]},{"key":"dc:creator","label":"Author","values":["Burks, Virginia Morrow"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:28:26Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology, Social","Psychology, Developmental","Sociology, Individual and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social","Psychology, Developmental","Sociology, Individual and Family Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Burks, Virginia Morrow"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9136557","(UMI)AAI9136557","http://hdl.handle.net/2142/23823"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Conceptualizing cognitive representations of social relationships as potential mediating links between the family and peer systems, the current study sought to demonstrate that parents' and children's models of social relationships in both the family and peer contexts vary as a function of the child's acceptance by their peers. Parents and their children (who were identified as either sociometrically popular or rejected in their classroom) were interviewed to assess potential components of such social-cognitive models when faced with social problems. Components assessed included interpretations of the situation, affective responses, strategies, goals, anticipation of consequences, and the generation of alternative strategies. In addition, several questionnaires were used to assess family members' feelings of efficacy and knowledge of the effectiveness of various strategies, the degree to which they value social relationships, as well as several psychological constructs including depression, loneliness, social dissatisfaction, and marital satisfaction. Results indicated that, on several dimensions, children's cognitive representations of social relationships are similar for both the family and peer contexts, though this depended greatly on the situation in which they were assessed. These representations appear to vary as a function of the child's success in their peer group. Relationships were also found between parents' models and children's models, again as a function of that child's sociometric status. These results provide preliminary evidence for the role of the family in the development of children's social representations across various contexts.","Made available in DSpace on 2011-05-07T14:28:26Z (GMT). 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Parents and their children (who were identified as either sociometrically popular or rejected in their classroom) were interviewed to assess potential components of such social-cognitive models when faced with social problems. Components assessed included interpretations of the situation, affective responses, strategies, goals, anticipation of consequences, and the generation of alternative strategies. In addition, several questionnaires were used to assess family members' feelings of efficacy and knowledge of the effectiveness of various strategies, the degree to which they value social relationships, as well as several psychological constructs including depression, loneliness, social dissatisfaction, and marital satisfaction. Results indicated that, on several dimensions, children's cognitive representations of social relationships are similar for both the family and peer contexts, though this depended greatly on the situation in which they were assessed. These representations appear to vary as a function of the child's success in their peer group. Relationships were also found between parents' models and children's models, again as a function of that child's sociometric status. These results provide preliminary evidence for the role of the family in the development of children's social representations across various contexts.","Made available in DSpace on 2011-05-07T14:28:26Z (GMT). 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