Masters Theses

Date of Award

5-1996

Degree Type

Thesis

Degree Name

Master of Arts

Major

Child and Family Studies

Major Professor

Cheryl Buehler

Committee Members

Julia Malia, Delores Smith

Abstract

The role of an overt conflict style and linking mechanisms that may mediate the relationship between an overt interparental conflict style (controlling for interparental conflict - disagreements) and youth academic achievement were examined. The sample included 285 youth in sixth- through eighth-grade transitioning from elementary to middle school. Overt conflict style was measured by frequency of the conflict style. Linking mechanisms measured were: parental monitoring, parental harsh discipline, parental emphasis on achievement, and youth’s inability to concentrate, Overt conflict style and interparental conflict emerged as separate constructs. Parental harsh discipline and youth’s inability to concentrate emerged as separate constructs. Parental monitoring and parental emphasis on achievement split loaded forming a parental involvement construct. The findings did not support the model. Using mother’s report of academic achievement and combined youth/teacher report of academic achievement, the linking mechanisms did not mediate the relationship between an overt conflict style and youth’s academic achievement. Youth/teacher report and mother report of academic achievement was associated with parental involvement and youth’s inability to concentrate. The results supported that interparental conflict-disagreements had a direct effect on youths’ academic achievement.

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