The Effect of Family Communication Environments on Children's Social Behavior During Middle Childhood

The family communication environments of school-age children in Grades 1, 4, 6, and 7 were measured using “talking picture books” containing dialogues representing various types of family communication. Children listened to the dialogues and examined cartoon pictures depicting different families. Us...

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Bibliographic Details
Published in:Communication research 1996-08, Vol.23 (4), p.379-406
Main Authors: FITZPATRICK, MARY ANNE, MARSHALL, LINDA J., LEUTWILER, TIMOTHY J., KRCMAR, MARINA
Format: Article
Language:English
Subjects:
Academic achievement
Behavior
Child Behavior
Child Development
Childhood
Children
Children & youth
Communication
Communication Research
Elementary Education
Families & family life
Family Communication
Family Environment
Family life
Family Relations
Family structure
Gender
Grade 1
Grade 4
Grade 6
Grade 7
Interpersonal Communication
Junior High Schools
Middle Childhood
Projective Techniques
Sociability
Social Behavior
Social behaviour
Social interaction
Social isolation
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Summary:The family communication environments of school-age children in Grades 1, 4, 6, and 7 were measured using “talking picture books” containing dialogues representing various types of family communication. Children listened to the dialogues and examined cartoon pictures depicting different families. Using this information, children identified their families as either (a) pluralistic (high conversation and low conformity), (b) consensual (high conversation and high conformity), (c) protective (low conversation and high conformity), or (d) laissez-faire (low conversation and low conformity). Children completed the revised Peabody Picture Vocabulary Test and teachers rated each child's social self-restraint and social withdrawal. Results revealed an interaction among family type, sex, and grade level for both social withdrawal and social self-restraint, suggesting that family communication environments may be differentially beneficial for boys and girls at particular points of development.
ISSN:0093-6502
1552-3810
DOI:10.1177/009365096023004003