Inter-Parental Conflict and Children's Academic Attainment: A Longitudinal Analysis

Autor/inn/en	Harold, Gordon T.; Aitken, Jessica J.; Shelton, Katherine H.
Titel	Inter-Parental Conflict and Children's Academic Attainment: A Longitudinal Analysis
Quelle	In: Journal of Child Psychology and Psychiatry, 48 (2007) 12, S.1223-1232 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2007.01793.x
Schlagwörter	Intervention; Aggression; Structural Equation Models; Conflict; Parent Child Relationship; Foreign Countries; Psychology; Family Relationship; Educational Attainment; Child Development; Longitudinal Studies; Standardized Tests; Academic Achievement; Family Environment; United Kingdom + Suchen Sie Ihr Suchwort? Konflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Psychologie; Bildungsabschluss; Bildungsgut; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test; Schulleistung; Familienmilieu; Großbritannien
Abstract	Background: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11-13 years) living in the United Kingdom. Method: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent-child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. Results: Support was found for the role of children's self-blaming attributions for parents' marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. Conclusions: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10