1. Abstract
Research suggests that autonomy and relatedness behaviors in the parent-child relationship carry important implications for behavioral and academic outcomes. The current study examines the predictive value of autonomy and relatedness in mother-adolescent relationships on subsequent social competencies with peers. Data were gathered from 48 African American adolescents (58% female). At Time 1, adolescents’ mean age was 13, and the mean age at Time 2 was 14. It was hypothesized that adolescents’ interactions with their mothers would serve as models in the formation of their social competencies, and that these proficiencies are revealed in adolescents’ abilities to negotiate the complexities of peer relationships. The results supported this hypothesis, suggesting that valuable insights about adolescents’ later social functioning can be determined based on autonomy and relatedness processes in the mother-adolescent relationship.

2. Introduction
Among the normative processes of African American adolescent development is the negotiation of adolescent’s striving for autonomy and individuation. Ideally, this developmental task of individuation is best achieved while maintaining a positive relationship with one’s parents (Allen, Hauser, Bell, & O'Connor, 1994)
Available research suggests that African American mothers are reported to be extremely close and connected, yet controlling with their daughters (Cauce, et al., 1996). Additionally, parenting that is characterized by greater control is associated with better behavioral and academic outcomes for African American adolescents (Lamborn, Dornbusch, & Steinberg, 1996).
Whereas increasing research has examined the association between autonomy and relatedness processes and select outcomes, very little is known about the influence of these qualities on resulting adolescent interpersonal competencies. That is, a paucity of scientific inquiry exists that examines how autonomy and relatedness interaction patterns in the mother-child relationship predict corresponding social competencies in adolescents’ peer relationships over time.

3. Research Questions
The purpose of the current study is to explore the longitudinal effects of autonomy and relatedness processes on corresponding interpersonal competencies among a within-group sample of African American adolescents.
Question #1
How are teen’s autonomy behaviors with mom at age 13 associated with related interpersonal competencies with peers at age 14 (as reported by close friend)?
Question #2
How are teen’s relatedness behaviors with mom at age 13 associated with connectedness with peers at age 14 (as reported by close friend)?
Question #3
Are there gender differences in the association between autonomy and relatedness with mom and later interpersonal competencies with peers?

4. Method
Participants
Data were collected from 48 African American adolescents (58% female), their mothers, and close friends. Teens were 13 years of age at Time 1 and 14 years of age at Time 2. The median family income was $25,000, with a range from $5,000 to $60,000.
Measures
Social Competence
Interpersonal Competence Questionnaire (ICQ; Buhrmester, Furman, Witteberg, & Reis, 1988). Adolescents’ close friends reported on teens’ willingness to engage in intimate exchange with friends, and their ability to provide emotional support to friends.
Self Perception Profile (Harter, 1988). Adolescents’ close friends reported on teens’ ability to develop and maintain close friendships, and their level of social acceptance by peers.
Observed Autonomy and Relatedness
Autonomy and Relatedness Coding System (Allen, Hauser, Bell, McElhaney & Tate, 1998). Teens and their mothers were videotaped in a revealed differences discussion at Time 1, and coded based on degree of autonomy and relatedness demonstrated during the interaction (see Table 1).

5. Autonomy and Relatedness Coding System Scales and Sample Behaviors
Table 1
Autonomy and Relatedness Coding System Scales and Sample Behaviors
SCALE
BEHAVIOR
EXAMPLE
Exhibit Autonomy
States Reasons Clearly for Disagreeing
“I failed the class because the work is too hard. This year is worse than last year. He makes us do a lot of worksheets and read long chapters”
Confidence in Stating Opinions (Global Code)
Reasons stated without uncertainty or hesitation.
Undermining Autonomy
Recant Position/Placating
Teen: “That’s bogus. Why can’t Rob take out the trash?”
Mom: “I want you to do it. Starting tonight you’ll do it every night after dinner”
Teen: “Sure. Whatever you say.”
Overpersonalizing Disagreement
“You never let me do anything.”
Pressuring Mom to Agree
“Why do you keep arguing with me? Just say yes!”
Exhibit Relatedness
Validates/Agrees
“I can understand why you feel that way, Mom.”
Engaged Interaction (Global Code)
Displays empathy and support to connect with mom in discussion.
Undermining Relatedness
Distracts/Ignores/ Cutting Off
“I don’t want to discuss this with you anymore.”
Hostile/Devaluing Statements
“You’re so selfish.”

6. Results
Hierarchical regression models tested the association between Time 1 autonomy/relatedness behaviors with mom and Time 2 social competencies as reported by peers. Adolescents’ gender and family SES were included in all models.
Question #1: Teen’s autonomy with mom predicting interpersonal competencies with peers.
High autonomy exhibition among teens toward their mothers predicted an increase in teens’ ability to maintain close friendships (β = .45, p < .01), and teens’ level of social acceptance (β = .34, p < .05). See Table 3.
Question #2: Teen’s relatedness with mom predicting connectedness behaviors with peers.
Teens’ relatedness undermining behaviors with their mothers predicted a decrease in teens’ emotionally supportive behaviors with their peers (β = -.46, p < .01). Teens’ promotion of relatedness with their mothers predicted an increase in teens’ intimate exchange with their peers (β = .45, p < .01). See Table 4.
Question #3: Gender as a moderator. (See Figure 1)
For girls, negative relatedness toward their mothers predicted a decrease in emotional support with peers over time (β = -.36, p < .01). This relationship was not significant for boys.

7. Correlation Matrix of Variables of Interest (Time 1)
Table 2
Correlation Matrix of Variables of Interest (Time 1) 1. 2. 3. 4. 5. 6. 7. 8. 9.
10.
1. Gender (1=M, 2=F) --
2. Family Income
-.13
3. Teen Positive Autonomy
.08
.07
4. Teen Positive Relatedness
.06
-.04
.37**
5. Teen Negative Autonomy
.11
.28
-.10
6. Teen Negative Relatedness
.12
-.01
.23
-.11
.51**
7. Close Friendship Competency
.01
-.16
.10
.00
-.25
8. Social Acceptance by Peers
.04
-.19
.20
-.31*
-.33*
.51***
9. Emotional Support with Peers
.31*
-.21
-.02
-.09
.02
-.03
.03
10. Intimate Exchange with Peers
.41**
-.18
-.08
-.14
-.17
.19
.41***

8. Table 3
Question #1: How are teen’s autonomy behaviors with mom at age 13 linked to interpersonal competencies at age 14?
Close Friendship Competency (age 14) B
R2
Total R2
Step I. Close Friendship Competency (age 13)
.07
.00
Step II.
.01
Gender (1=M, 2=F)
.08
Family Income
-.03
Step III. Positive Autonomy toward Mom
.45**
.18**
.19**
Social Acceptance by Peers (age 14) B
R2
Total R2
Step I. Social Acceptance by Peers (age 13)
.02
.00
Step II.
.06
Gender (1=M, 2=F)
-.14
Family Income
.20
Step III. Positive Autonomy toward Mom
.34*
.11*
.17*
 weights are from variable’s entry into models; **p<.01, *p<.05

9. Table 4
Question #2: How are teen’s relatedness behaviors with mom at age 13 associated with connectedness with peers at age 14?
Emotional Support with Close Friend (age 14) B
R2
Total R2
Step I. Emotional Support with Close Friend (age 13)
.16
.03
Step II.
.06
.09
Gender (1=M, 2=F)
.25
Family Income
.07
Step III. Negative Relatedness toward Mom
-.46**
.20**
.29*
Intimate Exchange with Close Friend (age 14) B
R2
Total R2
Step I. Intimate Exchange with Close Friend (age 13)
.22
.05
Step II.
.17*
.22*
Gender (1=M, 2=F)
.43*
Family Income
.11
Step III. Positive Relatedness toward Mom
.45**
.21**
.43**
 weights are from variable’s entry into models; **p<.01, *p<.05

10. Teen Relatedness Undermining Behaviors toward Mom
Question #3: Are there gender differences in the link between autonomy and relatedness with mom and later interpersonal competencies with peers?
Teen Relatedness Undermining Behaviors toward Mom
For girls, exhibiting relatedness undermining behaviors toward their mothers at Time 1 was associated with lower provision of emotional support in relationships with peers at Time 2. This relationship was nonsignificant for boys.

11. Conclusions
Autonomy and relatedness behaviors in the parent-child relationship have clear implications for the subsequent development of analogous skills in peer relationships.
In examining adolescents’ assertion of autonomy with their mothers, related competencies in peer relations are indicated. The interpersonal competencies examined here, social acceptance and close friendship, require the ability to negotiate social circumstances that contribute to the maintenance of friendships. These findings demonstrate that adolescents who assert their opinions more clearly and confidently with their mothers are reported by their peers to have better skills in negotiating and maintaining close friendships.
Adolescents’ relatedness behaviors with their mothers also predict similar competencies with peers. Teens who demonstrate empathy and validation with their mothers are rated by their peers as being more skilled in corresponding competences, namely intimate exchange and emotional support. In addition, with regard to emotional support, girls demonstrated a stronger relationship between relatedness with mom and subsequent emotional support than among boys. This was the only gender difference revealed.

12. Conclusions (cont’d.)
Research has begun to document links between autonomy/relatedness and emotional and behavioral adjustment among African American adolescents. Nonetheless, the investigation of the predictive value of these qualities on developing interpersonal competencies remained unexamined.
These findings provide empirical evidence that African American adolescents’ interactions with their mothers serve as models for their subsequent social relationships with peers. Adolescents’ adeptness in autonomy assertion and the ability to demonstrate relatedness are revealed in adolescents’ proficiencies at negotiating the complexities of peer relationships.
The results of the current study underscore the importance of considering autonomy and relatedness processes in African American families, as these qualities have demonstrated significant implications for key areas of normative psychosocial development.

13. References
Allen, J. P., Hauser, S. T., Bell, K. L., and O'Connor, T. G. (1994). Longitudinal assessment of autonomy and relatedness in adolescent-family interactions as predictors of adolescent ego development and self-esteem. Child Development, 65,
Allen, J. P., Hauser, S. T., Bell, K. L., Boykin McElhaney, K.A., Tate, D.C., Insabella, G.M., & Schlatter, A.K.W. (1999). Autonomy and relatedness coding system manual. Unpublished manuscript. University of Virginia.
Buhrmester, D., Furman, W., Wittenberg, M.T. & Reis, H.T. (1988). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 6,
Cauce, A.M., Hiraga, Y., Graves, D., Gonzales, N., Ryan-Finn, K., & Grove, K. (1996). African American mothers and their adolescent daughters: Intimacy, autonomy, and conflict. In B.J. Leadbeater & N. Way (Eds.), Urban girls: Resisting stereotypes, creating identities (pp ). New York: New York University Press.
Harter, S. (1988). Manual for the Self-Perception Profile for Adolescents. Unpublished manuscript. University of Denver.
Lamborn, S.D., Dornbusch, S.M., & Steinberg, L. (1996). Ethnicity and community context as moderators of the relations between family decision making and adolescent adjustment. Child Development, 67,

14. Acknowledgments
We gratefully acknowledge support provided by the National Institute of Mental Health (Grant # R01 MH58066) to Joseph P. Allen, Principal Investigator, for the conduct this study. Additionally, the analysis and write-up of this study were supported by a National Institute of Health Minority Predoctoral Fellowship awarded to Felicia D. Hall.