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Interparental and Intergenerational Co-parenting Conflict and Adolescent Academic Performance: The Mediating Roles of Adolescent Academic Engagement and Depression

Author

Listed:
  • Hexin Yang

    (Department of Social Work, Wuhan University, Wuhan 430072, China)

  • Chaoyue Wu

    (Department of Social Welfare, University of California, Los Angeles, Los Angeles, CA 90095, USA)

  • Ji-Kang Chen

    (Department of Social Work, Chinese University of Hong Kong, Hong Kong, China)

Abstract

While a link between co-parenting conflict and academic performance is frequently assumed, studies on this association have shown inconsistent results. In addition, academic engagement and depression can potentially mediate the association between co-parenting conflict and academic performance. However, studies have not tested this proposition. This paper examined the direct effect of co-parenting conflict on adolescent academic performance and the mediating effect of academic engagement and depression. Using data from a nationally representative survey, the 2020 China Family Panel Studies (CFPS), we constructed a sample of 1989 dyads of adolescents (aged 10 to 15) and their primary caregivers in China. The structural equation model analysis revealed that co-parenting conflict was not directly linked with academic performance but was indirectly associated with adolescent academic performance through academic engagement and depression. The findings provide empirical support that academic engagement and depression play important mediating roles in the relationship between co-parenting conflict and adolescent academic performance. Future intervention programs aimed at promoting adolescent academic performance may consider a family-oriented approach to identify adolescents from families with co-parenting conflict and provide them with professional support.

Suggested Citation

  • Hexin Yang & Chaoyue Wu & Ji-Kang Chen, 2022. "Interparental and Intergenerational Co-parenting Conflict and Adolescent Academic Performance: The Mediating Roles of Adolescent Academic Engagement and Depression," IJERPH, MDPI, vol. 19(23), pages 1-10, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15952-:d:988557
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    References listed on IDEAS

    as
    1. Ji-Kang Chen & Zixin Pan & Li-Chih Wang, 2021. "Parental Beliefs and Actual Use of Corporal Punishment, School Violence and Bullying, and Depression in Early Adolescence," IJERPH, MDPI, vol. 18(12), pages 1-15, June.
    2. Ji-Kang Chen & Zhiyou Wang & Hung Wong & Vera Mun-yu Tang, 2021. "Child Deprivation as a Mediator of the Relationships between Family Poverty, Bullying Victimization, and Psychological Distress," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 2001-2019, October.
    3. Li, Xiaowei & Liu, Qianqian, 2020. "Parent–grandparent coparenting relationship, marital conflict and parent–child relationship in Chinese parent–grandparent coparenting families," Children and Youth Services Review, Elsevier, vol. 109(C).
    4. Jung-Sook Lee, 2014. "The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality?," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(3), pages 177-185, May.
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