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SUMMARY
The links between parent-reported parent-child relationship quality and teacher-reported peer relationship quality were investigated in a sample of biological and adoptive families in the Colorado Adoption Project (CAP; n = 423 children). Data were analyzed using a multilevel model approach. Results indicated that teacher-rated popularity, but not peer problems, was significantly influenced by genetic factors. Longitudinal analyses indicated that parental report of warmth/ support and child-reported family expressiveness at age 10 years both predicted teacher-rated popularity at age 12 after age 10 popularity was statistically controlled. Also, parental negative control at age 10 years predicted a positive change in peer problems at age 12 years. The effect of parent-child relationship quality on the change in peer relationship quality was obtained in both biological and adoptive families. Finally, evidence of reciprocal influence over time was found for parental negative control and peer problems.
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