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Updated: Aug 6, 2026

Assessment of Social Interaction Behaviors
Published on: February 25, 2011
Rule compliance and peer sociability: a study of family process, school-focused parent-child interactions, and
G R Adams1, B A Ryan, M Ketsetzis
1Department of Family Relations and Applied Nutrition, University of Guelph, Ontario, Canada. gadams@uoguelph.ca
Abstract:
This study examined the associations among family processes (cohesion, control, and conflict), school-focused parent-child interactions (support and pressure about achievement), and the child's own characteristics (assertiveness, frustration tolerance, intellectual effectiveness, and self-esteem) as correlates of rule compliance and peer sociability in the classroom. The sample consisted of 161 Grade 4 and 151 Grade 7 children. Family processes and parent-child interactions about school issues were associated with children's personal characteristics, which, in turn, predicted children's rule compliance and peer sociability. Some differences were found between the 4th- and 7th-grade samples; however, many variables consistently predicted the same outcomes across grades.
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