Are children’s relationships with pet dogs uniquely related to children’s social and emotional competence and adjustment?

Abstract

Abstract Companion animals, including pet dogs, can be sources of support and potentially contribute to children’s competence and adjustment. The goal of this paper is to examine whether children’s pet dog relationships are related to their competence and adjustment after accounting for relationships with parents and friends and demographic factors. We distinguished three qualities of child-pet dog relationships – positive pet relationship qualities, friction, and pets as substitutes for people – and examined them in relation to children’s thriving, school academic performance, and internalizing and externalizing behavior problems. The sample included 115 children (M age = 10.93, 57 girls and 58 boys) who completed questionnaires about the quality of their relationship with a pet dog, the positive and negative qualities of a best friendship, and the security of attachments to parents. To measure child competence, children reported their thriving and parents reported children’s school academic performance. To measure adjustment, parents and teachers reported child internalizing and externalizing behavior problems. Positive pet relationship qualities were related to a higher competence. Friction and pets as substitutes were related to lower competence and adjustment, although some findings varied by the reporter or after controlling for other factors. Pet relationship quality uniquely contributed to some child outcomes, although moderation analyses did not provide any evidence that pet dog relationships compensate for low-quality friendships or insecure parental attachments. Collectively, the findings suggest that relationships with pets may augment but not override the impact of relationships with parents and friends.