ABSTRACT
To date, we have looked at the demographic antecedents of adolescent adjustment either directly or indirectly, through their effect on coping styles. We have then moved on to describe the impact of the family environment on the various facets of adjustment viewed either through self-report or as judged by others. An additional source of environmental influence for our students is that generated within the classroom. So the next influence on adaptation we wish to address comes from the classmates with whom they interacted. Though the issue of relative influence from peers and parents is of theoretical interest, comparison of parent-child similarity with peer-child similarity is only possible in our study for the ranked importance of areas of concern: recreation, community, possessions and environment (one question), so have been ignored.
