2. We would like to thank the William T. Grant Foundation, Spencer Foundation, and National Institute of Mental Health for funding provided to Joseph Allen, Principal Investigator, for the conduct and write-up of this study. The authors can be reached at: Penny Marsh University of California Berkeley 2205 Tolman Hall #1650 Berkeley, CA 94720-1650 pennym@uclink.berkeley.edu F. Christy McFarland Department of Psychology PO Box 400400 University of Virginia Charlottesville, VA 22904-4400 fcm7a@virginia.edufcm7a@virginia.edu. Adolescent Sociometric Status: Links To Observational Assessments of Autonomy and Relatedness With Mothers and Fathers

3. Abstract This study examines interrelations between observational assessments of autonomy and relatedness in mother-teen and father-teen interactions and adolescent peer sociometric status. Data were collected from 150 teens and their mothers, and 57 teens and their fathers. Teens’, mothers’, and fathers’ undermining autonomy was linked to teens being less popular (i.e. receiving fewer like nominations from peers). Further, teens who displayed behaviors which promoted relatedness with their mothers were more popular, and teens who undermined relatedness with their mothers were less popular. One assessed dimension, teens’ undermining autonomy with mothers, was linked to higher peer rejection (i.e. receiving more dislike nominations). Findings have important implications for current theories of adolescent autonomy, and suggest the utility of studying links between autonomy and relatedness in interactions with mothers and fathers and teens’ peer group status.

4. Introduction This study examines the hypothesis that difficulties meeting a critical challenge of development faced by adolescents— negotiating autonomy while maintaining a positive relationship with parents—may have important meanings for the adolescents’ peer group status. Autonomy and relatedness in interactions with parents has been linked to social competence and close friendship in adolescence (Allen et al, 1994). Research, however, has focused heavily on the maternal relationship, and self-report measures completed by adolescents and their closest friends. This investigation will extend this work by examining ways in which status within the broader peer group may be linked to developing autonomy and relatedness with mothers and fathers.

5. Specifically, using: observational assessments of adolescents’, mothers’, and fathers’ autonomy and relatedness behaviors in two different mother-adolescent and a father-adolescent interaction tasks, and multi-reporter peer sociometric ratings, we propose to examine links between autonomy and relatedness in interactions with mothers and fathers, and adolescent peer sociometric status (popularity and rejection). Introduction (cont.)

6. Method Participants Multi-method, multi-reporter data were collected from 150 adolescents and their mothers, and a subset of 57 adolescents and their fathers. Adolescents were recruited through a local public school (mean age 13.4, sd 0.60, 49% male, 37% minority, median family income $50,000 ). Measures Undermining Autonomy and Relatedness Undermining autonomy and relatedness was evaluated by applying the previously validated ARCS to ten minute mother-adolescent and father-adolescent discussions in a disagreement task (Allen et al, 1995). Undermining autonomy is coded based upon the expression of statements that undercut the other person’s statements, or prevent the opportunity to discuss reasons behind disagreements. Undermining relatedness is coded based on statements that undermine positive interaction, by cutting off the other member, devaluing what they say, or refusing to engage in discussion. Each occurrence of the behaviors is coded on a scale from zero to four, and scores are combined to provide an overall score.

7. Method (cont.) Relationship Promoting. Adolescents and their mothers also participated in a supportive behavior interaction task (Denton & Zarbatany, 1996), in which adolescents are asked to talk about a problem they are having. This is rated using the Supportive Behavior Task Coding System (Allen et al, 2001). Adolescent valuing is coded globally based on statements and tone which demonstrates a sense of wanting to build the relationship. Adolescent engagement is coded globally based on the degree to which the adolescent is connected and engaged. Adolescent Sociometric Status. 420 adolescents and their peers (43% of the school) completed like and dislike ratings in a sociometrics procedure (Coie et al, 1982). Adolescents and their peers each named a maximum of ten people in their school with whom they would most, and ten with whom they would least, like to spend a Saturday night. These ratings were compiled and z-scores were used to summarize each adolescent’s: positive (like), and negative (dislike) ratings.

8. Measures Summary Peer Popularity – Based on number of times adolescent nominated liked by peers Peer Rejection – Based on number of times teen is nominated disliked by peers Undermining Autonomy– Using pressuring or personalizing statements that prevent the opportunity to discuss reasons behind disagreements. Relationship Promoting – Increasing the degree of positive interaction in the dyad through engagement and valuing. Relationship Undermining – Decreasing the degree of positive interaction in the dyad by devaluing the other person or disregarding what they say.

9. Teens’, mothers’, and fathers’ promoting autonomy was linked with peer popularity: Teens’ who were more undermining of autonomy with mothers were less liked (r=-.25, p<.01). Mothers who undermined autonomy in interactions with their teens had teens who were less liked by peers (r=-.22, p<.01). Fathers who were more undermining of autonomy with their teens had teens who were less liked (r=-.29, p<.01) by peers. Teens’ relationship promoting and undermining was linked to peer popularity: Teens who were more undermining of relatedness with mothers were rated less liked (r=-.24, p<.01) Teens who were more valuing (r=.25, p<.01) and engaged (r=.18, p<.05) with mothers were rated more liked by peers. Adolescents autonomous behaviors were linked to higher peer rejection: Adolescents who were more undermining of autonomy with their mothers were more disliked (r=.21, p<.01) by their peers. Results

10. Table 1. Correlation of Undermining Autonomy and Relatedness With Adolescent Sociometric Status.  N=150 for adolescent-mother variables, N=57 for adolescent-father variables  Correlations are effects after accounting for relevant demographics (i.e. race and gender)

11. Teen Less Popular (less like ratings) AND More Rejected (more dislike ratings) Teen Undermining Autonomy with mom Teen Less Popular (less like ratings) Mom Undermining Autonomy Teen Less Popular (less like ratings) Dad Undermining Autonomy Teen Less Popular (less like ratings) Teen Undermining Relatedness with mom Teen More Popular (more like ratings) Teen Promoting Relatedness with mom Findings Summary

12. Conclusions Autonomy and relatedness in mother- and father-adolescent interactions were related to adolescent peer group status. Peer popularity was linked to adolescents, mothers, and fathers using lower levels of behaviors that undermined autonomy in the parent adolescent dyad, and adolescents using fewer behaviors that undermined, and more that promoted the mother-adolescent relationship. Peer rejection was linked to adolescents ’ undermining autonomy in the mother-teen dyad. These findings suggest important links between autonomy and relatedness in the family context and adolescent peer popularity and rejection.

13. References Allen, J. P., Hall, F. H., Insabella, G., Land, D., Marsh, P. A., Porter, M. R (2001). The supportive behavior task coding system. Unpublished manuscript. University of Virginia, Charlottesville, VA. Allen, J. P., S. T. Hauser. (1990). The autonomy and relatedness coding system: A scoring manual. Unpublished manuscript. University of Virginia, Charlottesville, VA. Allen, J. P., Hauser, S. T., Bell, K. L., & 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(1), 179-194. Asher, S. R., Coie, J. D. (1990). Peer rejection in childhood. Cambridge studies in social and emotional development. New York, NY, US, Cambridge University Press. Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557-570. Denton, K., & Zarbatany, L. (1996). Age differences in support processes in conversations between friends. Child Development, 67, 1360-1373. Rabiner, D. L., Keane, S. P., & MacKinnon-Lewis, C. (1993). Children’s beliefs about familiar and unfamiliar peers in relation to their sociometric status. Developmental Psychology, 29, 236-243