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

¹ FPG Child Development Institute, The University of North Carolina, Chapel Hill
² University of Nebraska-Lincoln
³ The Pennsylvania State University, University Park

^* To whom correspondence should be addressed. E-mail: dotterer{at}mail.fpg.unc.edu.

	Abstract

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.

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