Interparental Conflict and Children's School Adjustment: The Explanatory Role of Children's Internal Representations of Interparental and Parent-Child Relationships

Autor/inn/en	Sturge-Apple, Melissa L.; Davies, Patrick T.; Winter, Marcia A.; Cummings, E. Mark; Schermerhorn, Alice
Titel	Interparental Conflict and Children's School Adjustment: The Explanatory Role of Children's Internal Representations of Interparental and Parent-Child Relationships
Quelle	In: Developmental Psychology, 44 (2008) 6, S.1678-1690 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Conflict; Parent Child Relationship; Student Adjustment; Kindergarten; Marital Instability; Interpersonal Relationship; Parent Influence; Emotional Response; Emotional Development; Peer Relationship; Friendship; Longitudinal Studies; Young Children; Correlation; Student Participation; Developmental Psychology + Suchen Sie Ihr Suchwort? Konflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Familienkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Emotionales Verhalten; Gefühlsbildung; Peer-Beziehungen; Freundschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühe Kindheit; Korrelation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Entwicklungspsychologie
Abstract	This study examined how children's insecure internal representations of interparental and parent-child relationships served as explanatory mechanisms in multiple pathways linking interparental conflict and parent emotional unavailability with the emotional and classroom engagement difficulties the children had in their adjustment to school. With their parents, 229 kindergarten children (127 girls and 102 boys, mean age = 6.0 years, SD = 0.50, at Wave 1) participated in this multimethod, 3-year longitudinal investigation. Findings revealed that children's insecure representations of the interparental relationship were a significant intervening mechanism in associations between observational ratings of interparental conflict and child and teacher reports on children's emotional and classroom difficulties in school over a 2-year period. Moreover, increased parental emotional unavailability accompanying high levels of interparental conflict was associated with children's insecure representations of the parent-child relationship and children's difficulties in classroom engagement at school entry. The findings highlight the importance of understanding the intrinsic processes that contribute to difficulties with stage-salient tasks for children who are experiencing interparental discord. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10