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NCJ Number: 229535 Find in a Library
Title: Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors
Journal: Journal of Youth and Adolescence  Volume:39  Issue:1  Dated:January 2010  Pages:23-35
Author(s): Sharon R. Ghazarian; Cheryl Buehler
Date Published: January 2010
Page Count: 13
Sponsoring Agency: National Institute of Mental Health
Bethesda, MD 20852
Grant Number: R01-MH59248
Document: HTML (Publisher Site)
Type: Research (Applied/Empirical)
Format: Article
Language: English
Country: Netherlands
Annotation: This study examined direct and indirect associations between interparental conflict and youth academic achievements.
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 percent) and 52 percent 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. Tables, figures, and references (Published Abstract)
Main Term(s): Parental influence
Index Term(s): Education; Family crisis; Home environment; Students
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