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. 2017 Nov;26(4):813-830.
doi: 10.1111/sode.12229. Epub 2016 Nov 10.

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover

Sunhye Bai  1 , Bridget M Reynolds  1 , Theodore F Robles  1 , Rena L Repetti  1
Affiliations

Daily links between school problems and youth perceptions of interactions with parents: A diary study of school-to-home spillover

Sunhye Bai et al. Soc Dev. 2017 Nov.

Abstract

This study examined how academic and peer problems at school are linked to family interactions at home on the same day, using eight consecutive weeks of daily diary data collected from early adolescents (60% female; M age = 11.28, SD = 1.50), mothers and fathers in 47 families. On days when children reported more academic problems at school, they, but not their parents, reported less warmth and more conflict with mothers, and more conflict and less time spent around fathers. These effects were partially explained by same-day child reports of higher negative mood. Peer problems were less consistently associated with parent-child interactions over and above the effects of academic problems that day. A one-time measure of parent-child relationship quality moderated several daily associations, such that the same-day link between school problems and child-report of family interactions was stronger among children who were closer to their parents.

Keywords: academic problems; diary methods; mood; parent-child interactions; peer problems.

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Figures

Figure 1
Figure 1
Tests of negative mood as mediator of association between academic problems and child-report of parent-child interaction. *p < 0.05, **p < 0.01, *** p < 0.001. All values indicate unstandardized coefficients. a path - effect of the predictor variable on the mediator; b path - effect of the mediator on the outcome variable, controlling for the independent variable; c′ path - the direct effect of the predictor on the outcome variable, over and above the mediated effect
Figure 2
Figure 2
Moderation effect of positive mother-child involvement on same-day association between academic problems and child report of mother-child warmth. *** p < 0.001
Figure 3
Figure 3
Moderation effect of positive father-child involvement on same-day association between peer problems and child report of father-child warmth. *p < 0.05
Figure 4
Figure 4
Moderation effect of positive father-child involvement on same-day association between academic problems and child report of father-child conflict. *** p<0.001
Figure 5
Figure 5
Moderation effect of positive mother-child involvement on same-day association between academic problems and child perception of time spent around mother. **p < 0.01
See this image and copyright information in PMC

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