Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Cheryl A. Buehler, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Using a risk and resiliency theoretical framework, the association between interparental conflict and academic achievement was examined. The sample consisted of 2,297 6th grade youth with a mean age of 11.92. Participants were mostly European American (81.8%) and 52% were girls. Results demonstrated that interparental conflict is a risk factor for lower academic achievement, suggesting that family interactions play a significant role in how youth perform in the academic setting. Youth self-blame acted as a significant mediator, providing some explanation for how interparental conflict affects academic achievement. Maternal acceptance and monitoring knowledge partially buffered the association between interparental conflict and youth self-blame. Additionally, the positive association between interparental conflict and perceived threat was stronger for youth who perceived relationships with mothers as more supportive, connected, and involved. Results from this study underscore the need for continued focus on the link between family and school environments with respect to youth developmental outcomes.

Additional Information

Journal of Youth and Adolescence, 39(1), 23-32
Language: English
Date: 2010
Academic achievement, Interparental conflict, Parenting, Perceived threat, Self-blame

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