Citation

Unger DG, McLeod LE, Brown MB, Tressell PA. J. Child Fam. Stud. 2000; 9(2): 191-202.

Copyright

(Copyright © 2000, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1023/A:1009419005136

PMID

unavailable

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.