Children's Expectations of the Outcomes of Social Strategies: Relations with Sociometric Status and Maternal Disciplinary Styles

Document Type


Publication Date



To explore relations between maternal disciplinary styles, children's expectations of the outcomes of social strategies, and children's peer status, 144 mothers and their first‐ (N= 59) and fourth‐ (N= 85) grade children (ages = 70–86 months and 116–129 months, respectively) participated in home interviews prior to the beginning of the school year. Measures of children's sociometric status were obtained in classrooms after the school year began. Results indicated that children of mothers who were more power assertive in their disciplinary styles tended to be less accepted by peers and tended to expect successful outcomes for unfriendly‐assertive methods for resolving peer conflict (e.g., threatening to hit another child). In addition, children who expected unfriendly‐assertive strategies to lead to self‐oriented gains were less accepted by peers. Moreover, maternal disciplinary styles and outcome expectations for unfriendly‐assertive strategies were found to make separate and independent contributions to peer status. Copyright © 1990, Wiley Blackwell. All rights reserved

Publication Source (Journal or Book title)

Child Development

First Page


Last Page


This document is currently not available here.