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A Longitudinal Examination of the Bidirectional Links Between Academic Achievement and Parent–Adolescent Conflict

FPG Child Development Institute, The University of North Carolina, Chapel Hill, dotterer{at}mail.fpg.unc.edu

Lesa Hoffman

University of Nebraska-Lincoln

Ann C. Crouter

The Pennsylvania State University, University Park

Susan M. McHale

The Pennsylvania State University, University Park

We examined reciprocal associations between parent-adolescent conflict and academic achievement over a 2-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families (N = 168). After accounting for previous academic achievement, parent—adolescent conflict predicted relative declines in academic achievement 2 years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict 2 years later among families with less education.

Key Words: parent—adolescent conflict • academic achievement • adolescence • longitudinal

This version was published on June 1, 2008

Journal of Family Issues, Vol. 29, No. 6, 762-779 (2008)
DOI: 10.1177/0192513X07309454


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