ABSTRACT
Traditionally, the social lives of children have been studied in their separate social spheres, namely the parent–child social system or the peer-child social system. Few researchers have studied situations in which both spheres are operational and therefore overlap in influence, or situations in which one system might influence the other system (for reviews see Hartup, 1979, 1983, 1989; Radke-Yarrow, Zahn-Waxler, & Chapman, 1983). Nonetheless, children do not live separate lives within different spheres; mutual influences exist across domains defined by psychological study. Of those researchers who have actually considered the influence of the two social systems on each other, the majority have looked at the indirect influence that parents have on their children's relationships with peers. Indirect influences are those that are mediated by intervening agents or stages. The influence of parents on peer relationships is considered to be indirect when the impact is mediated by the parent–child relationship (Parke & Bhavnagri, 1988; Parke, MacDonald, Beitel, & Bhavnagri, 1988; Rubin & Sloman, 1984). In establishing a positive parent–child relationship, parents do not explicitly intend to enhance their children's relationships with peers; such effects are by-products of other goals. The parent–child attachment relationship and the parent–child interactive relationship have been assessed for their influence on peer relationships (for attachment studies see Bowlby, 1973; Bretherton & Waters, 1985; Easterbrooks & Lamb, 1979; Lieberman, 1977; Sroufe, 1983; Sroufe & Flee-son, 1986, this volume; for examples of interactive studies see MacDonald & Parke, 1984; Putallaz, 1987). These researchers posit that children learn what to expect and how to interact in peer relationships through the quality of attachment and interactive behavior that has been shared with the parent. However, the "lessons" that children learn from their parents may not be completely transferable to peers because children must also learn to expect differences between peers and parents and to interact differently with peers than they do with parents.
