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

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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.

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Acknowledgements

This research was supported by a grant from The National Institute of Mental Health, R01-MH59248. We thank the staff of the Family Life Project for their unending contributions to this work and the youth, parents, teachers, and school administrators who made this research possible.

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Authors and Affiliations

  1. Department of General Pediatrics and Adolescent Medicine, Johns Hopkins University, Baltimore, MD, USA

    Sharon R. Ghazarian

  2. Human Development and Family Studies Department, The University of North Carolina at Greensboro, Greensboro, NC, USA

    Cheryl Buehler

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  1. Sharon R. Ghazarian
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  2. Cheryl Buehler
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Correspondence to Sharon R. Ghazarian.

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Ghazarian, S.R., Buehler, C. Interparental Conflict and Academic Achievement: An Examination of Mediating and Moderating Factors. J Youth Adolescence 39, 23–35 (2010). https://doi.org/10.1007/s10964-008-9360-1

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