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Psychological mechanisms linking sibling abuse and school delinquency: an experiential sampling study based on conservation of resources theory

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Abstract

Why does sibling abuse affect some adolescents more severely than others? When and how does its experience at home influence the psychosocial behavior of adolescents at school? Guided by the Conservation of Resources Theory (CoRT), the authors established a moderated-mediation model to find answers to these under-researched questions. Specifically, they analyzed the effects of sibling abuse on victimized adolescents’ in-school delinquency through psychological distress and psychological disengagement. Victim’s neurotic personality, which may intensify the spillover process, was examined as well. Forty-seven Pakistani middle adolescents from a private secondary school provided a survey-based time-lagged data over five consecutive school-days. Results revealed that the next day after experiencing sibling abuse, victims first felt psychologically distressed and then psychologically disengaged from school, and ultimately carried out delinquent activities on campus. Furthermore, neuroticism did not significantly change the effect of sibling abuse on outcome variables. This study contributes toward a more comprehensive understanding of the abuse–delinquency chain as a complex psychological process underpinned by CoRT.

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  1. Business Studies Department, Bahria University, Islamabad, Pakistan

    Syed Harris Laeeque & Muhammad Ali Saeed

  2. Department of Management Sciences, SZABIST, Islamabad, Pakistan

    Atif Bilal

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Laeeque, S.H., Saeed, M.A. & Bilal, A. Psychological mechanisms linking sibling abuse and school delinquency: an experiential sampling study based on conservation of resources theory. Motiv Emot 46, 197–210 (2022). https://doi.org/10.1007/s11031-022-09925-6

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