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The Role of Family Support in Interparental Conflict and Adolescent Academic Achievement

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Abstract

Family support was examined as a mediator of the relation between interparental conflict and adolescent academic achievement. Results indicated that two dimensions of family support, family cohesion and parent–school involvement, mediated the relation between interparental conflict and academic achievement. The results further suggested that family support was more likely to function as a mediator for girls than for boys. Lastly, in the presence of a mediating effect, a direct path remained between interparental conflict and grade point average.

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Authors and Affiliations

  1. Department of Individual and Family Studies, University of Delaware, Newark, DE, 19716

    Donald G. Unger (Associate Professor)

  2. Department of Individual and Family Studies, University of Delaware, Newark, DE

    Laurie Ellis McLeod (Graduate student)

  3. University of Delaware, Newark, DE

    Margaret B. Brown (Extension Specialist)

  4. Center for Disabilities Studies, University of Delaware, Newark, DE

    Patricia A. Tressell (Research Associate)

Authors
  1. Donald G. Unger
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  2. Laurie Ellis McLeod
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  3. Margaret B. Brown
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  4. Patricia A. Tressell
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Unger, D.G., McLeod, L.E., Brown, M.B. et al. The Role of Family Support in Interparental Conflict and Adolescent Academic Achievement. Journal of Child and Family Studies 9, 191–202 (2000). https://doi.org/10.1023/A:1009419005136

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