Thesis (Ph. D.)--University of California, Santa Cruz, 1997. / Typescript. Includes bibliographical references (leaves 35-40).

Text in Afrikaans / Gevorderde skoolsillabusse, die medta en 'n ekonomtes-politiessosiaal- georienteerde gemeenskap, lei daartoe dat dte adolessent op 'n vroee ouderdom sy potensiaal ten opsigte van sy verstandelike, emosionele, fisiese, morele en sosiale ontwikkeling optimaal kan realiseer. Daarvoor is die adolessent aangewese op die steun van die ouer. Dit bring mee dat hoer eise ook aan die ouer as opvoeder gestel word. Die sukses van opvoeding in die ouerhuis word bepaal deur die kwaliteit van die gesagsverhouding tussen die ouer en die adolessent.' Die ouer se hantering van gesag is bepalend vir die adolessent se belewing van gesag. Die stel van reels en regulastes en die wyse waarop dissipline en straf toegepas word, lei tot die adolessent se aanvaarding, verwerping of uitoefening van gesag. Ten einde 'n toereikende ouer-adolessent-relasie daar te stel, moet adolessensie as 'n tydperk van besfnnfng oor nuwe regte en verantwoordelikhede in plaas van 'n tydperk van konflik oor norme beskou word. / Advanced school syllabi, the media and communlties that are economically, politically and socially orientated result In adolescents' early realisation of optimal potential regarding intellectual, emotional, physical, moral and social development. Such accelerated development requires the support of parents which results ln higher expectations being made of parents as educators. The success of education In the home ls determined by the quality of the relationship of authority between the parent and the adolescent. The parent's style of authority determines the adolescent's experience of authority. The formulation of rules and regulations and the manner of disciplining and punishing leads to the adolescent's rejection or acceptance of a~thorlty and own exercising of authority.· In order to establish an adequate parent-adolescent relationship, adolescence should be regarded as a time to review rights and responsibilIities rather than a period of conflict over norms. / Psychology of Education / M.Ed. (Sielkundige Opvoeding)

Scholars of adolescence have identified parents and peers as two important contexts of development. This dissertation examines an understudied linkage between these two contexts: parents' management of adolescents' friendships. A conceptual model for thinking about parents' management of adolescents' peer relationships was developed and examined as part of the study. Specifically, four peer management behaviors were examined: communicating preferences, communicating disapproval, supporting friendships, and information-seeking. The nature of parents' beliefs about their adolescents' friends (specifically, parents' perceived efficacy in managing their adolescents' friends and parents' concerns about their adolescents' friendships) was also explored. To further evaluate linkages suggested by the conceptual model, connections between parents' beliefs about adolescents' peers and their peer management behaviors were investigated. These aspects of managing adolescents' friendships were then examined for linkages, suggested by the conceptual model, to adolescents' reported friendships (i.e., the deviant and prosocial orientations of their friends) and psychosocial adjustment (i.e., their reported engagement in school and in problem behaviors). The participants for the study were 452 adolescents and 269 parents (161 mothers and 108 fathers). Data were collected from the adolescents at two time points, in the spring of 1997 and the spring of 1998, resulting in longitudinal information for 170 adolescents. Approximately six months after the first data collection for adolescents, questionnaire packages were sent home for parents' participation. The study results suggest that parents use the four management behaviors described, albeit relatively infrequently. Additionally, the more parents engaged in one peer management behavior, the more they engaged in the other peer management behaviors. Parents also felt relatively efficacious in managing their adolescents' friendships and were generally unconcerned about their adolescents' friendships. In general, mothers and fathers held similar beliefs about adolescents' friendships, and were similar in their management of their adolescents' friendships. When the relationships between parents' beliefs about peers and management behaviors to adolescents' friendships and psychosocial adjustment were examined, some interesting linkages were revealed. For example, mothers and fathers reported being more concerned about their adolescents' friendships when their adolescents were engaged in more problem behaviors. When relationships to parents' peer management behaviors were examined, adolescents' problem behaviors and deviant friends emerged as significant predictors of parents' management behaviors, showing relationships to mothers' and fathers' communicating disapproval and information-seeking, as well as to fathers' supporting friendships. For mothers, their concerns also emerged as a significant predictor of their peer management behaviors, showing relationships with supporting friendships and information-seeking. For fathers, feeling efficacious in managing adolescents' friendships was more consistently related to their peer management behaviors than were their concerns about adolescents' friendships. Finally, parents' concerns about adolescents' friends, communicating disapproval and information-seeking were examined for relationships to change in adolescents' deviant friendships and psychosocial adjustment. These analyses revealed that when adolescents' school engagement increased, fathers communicated disapproval more and when adolescents' school engagement decreased, fathers sought information about their adolescents' friends more often. The results of this study provide insight into parents' management of adolescents' friendships and suggest avenues for further research. These avenues and other unexplored linkages suggested by the conceptual model are the substantive focus of the discussion. / Graduate

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Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 115-122). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 145-163). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-116). Also available for download via the World Wide Web; free to University of Oregon users.

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To date, cross-gender friendships in childhood and adolescence have been virtually ignored in the peer relationships literature. The purpose of the present investigation was to chart the territory of cross-gender friendship by examining the domains of friendship conceptions and the selection of friends. Accordingly, 176 students (91 girls, 85 boys) in grades 3, 6, 9, and 12 participated in individual sessions and were asked to describe their beliefs about, and expectations for, both same- and cross-gender friendship. In addition, students participated in a hypothetical decision-making task using a series of information boards on which they were asked to search for, and select, a same- and cross-gender friend. Findings revealed that beliefs and expectations for both same- and cross-gender friendships were observed to follow a common developmental sequence with little evidence that cross-gender friendships lag behind. Although the pattern of gender differences in conceptions of cross-gender friendship was consistent with previous research, the results of this study suggest that for several features of friendship, participants made distinctions on the basis of what is expected in friendships involving girls versus boys. The differential emphasis placed on various expectations in friendship provides support for the notion that same- and cross-gender friendships may represent different types of personal relationships. As compared to conceptions of friendship, observations in the friendship selection task revealed that students engaged in similar predecisional searching regardless of the gender of the target friend. Findings suggest that the process of same- and crossgender friendship selection was somewhat different at different grade levels but did not vary markedly for boys and girls. Indeed, boys and girls at all ages were observed to select same- and cross-gender friends who were highly similar to themselves. The present discussion concludes with a description of the cross-gender friendship experiences of children and adolescents in this sample including consideration of the potential challenges and benefits associated with having a friend of the other gender.