Family Conflict, Mood, and Adolescents' Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms

Autor/inn/en	Timmons, Adela C.; Margolin, Gayla
Titel	Family Conflict, Mood, and Adolescents' Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms
Quelle	In: Child Development, 86 (2015) 1, S.241-258 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12300
Schlagwörter	Adolescents; Behavior Problems; Symptoms (Individual Disorders); Intervention; Fathers; Parent Child Relationship; Depression (Psychology); Conflict; Student Behavior; Correlation; Family Relationship; Diaries; Anxiety; Parent Attitudes; Adolescent Attitudes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Konflikt; Student behaviour; Schülerverhalten; Korrelation; Diary; Tagebuch; Angst; Elternverhalten
Abstract	Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; M[subscript age] = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent-adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father-adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent-adolescent conflict and daily negative mood. By demonstrating cross-domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01