The relationships between maternal disciplinary style and children's consequential thinking skills and how children think about consequences of actions in peer group conflicts were studied in 144 children from grades 1 (N=59) and 4 (N=85) and their mothers. Seventy additional children underwent sociometric testing. Home disciplinary style was established through interviews. Children were presented with hypothetical conflict situations and possible strategies, concerning home outcome expectations and peer rating and nomination. Moderate correlations indicated that mothers who were more power-assertive had children who were more rejected, less liked, less accepted, and less preferred as playmates by their peers. Children of power-assertive mothers perceived more hostile means of resolving peer conflict as enhancing relationships. The findings are consistent with a model suggesting that children may acquire some consequential thinking tendencies through interactions with their mothers in disciplinary contexts; this may influence peer status. Parental disciplinary styles may indirectly influence peer status as mediated by children's outcome expectations. (SLD)