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Interparental Conflict and Academic Performance in Chinese High School Students: A Serial Mediation Model.

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Title: Interparental Conflict and Academic Performance in Chinese High School Students: A Serial Mediation Model.
Authors: Xiong, Mingrui (AUTHOR), Liu, Qian (AUTHOR), He, Yunfeng (AUTHOR)
Source: Psychology in the Schools. Sep2025, Vol. 62 Issue 9, p2942-2954. 13p.
Subjects: Academic achievement, Self-efficacy, Conflict management, Cognitive psychology, Cognitive analysis, Chinese-speaking students, Mediation (Statistics)
Abstract: Previous research indicates that students' academic performance can be negatively affected by interparental conflict. However, studies focusing on Chinese high school students, whose academic performance is particularly emphasized, are limited. Moreover, relatively little work has examined the mechanisms underlying the association between interparental conflict and academic performance. Based on the cognitive‐contextual framework and expectancy‐value theory, the current study explored the potential cognitive mediators between interparental conflict and academic performance in 748 Chinese high school students with a mean age of 17.07 years. The results revealed a significant negative relationship between interparental conflict and academic performance, and further showed that academic self‐efficacy mediated the association between interparental conflict and academic performance. Additionally, all components of cognitive appraisals and academic self‐efficacy demonstrated a serial mediation effect on the relationship between interparental conflict and academic performance. Therefore, concerning youth academic outcomes, these findings highlight the need for a greater focus on students' belief in learning ability and also their cognitive reactions towards interparental conflict. Summary: Interparental conflict is negatively associated with academic performance among Chinese high school students.Academic self‐efficacy serves as a mediator in the relationship between interparental conflict and academic performance.The serial mediation effect of cognitive appraisals and academic self‐efficacy further elucidates the relationship between interparental conflict and academic performance. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Label: Title
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  Data: Interparental Conflict and Academic Performance in Chinese High School Students: A Serial Mediation Model.
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  Data: <searchLink fieldCode="AR" term="%22Xiong%2C+Mingrui%22">Xiong, Mingrui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Qian%22">Liu, Qian</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22He%2C+Yunfeng%22">He, Yunfeng</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Sep2025, Vol. 62 Issue 9, p2942-2954. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+analysis%22">Cognitive analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research indicates that students' academic performance can be negatively affected by interparental conflict. However, studies focusing on Chinese high school students, whose academic performance is particularly emphasized, are limited. Moreover, relatively little work has examined the mechanisms underlying the association between interparental conflict and academic performance. Based on the cognitive‐contextual framework and expectancy‐value theory, the current study explored the potential cognitive mediators between interparental conflict and academic performance in 748 Chinese high school students with a mean age of 17.07 years. The results revealed a significant negative relationship between interparental conflict and academic performance, and further showed that academic self‐efficacy mediated the association between interparental conflict and academic performance. Additionally, all components of cognitive appraisals and academic self‐efficacy demonstrated a serial mediation effect on the relationship between interparental conflict and academic performance. Therefore, concerning youth academic outcomes, these findings highlight the need for a greater focus on students' belief in learning ability and also their cognitive reactions towards interparental conflict. Summary: Interparental conflict is negatively associated with academic performance among Chinese high school students.Academic self‐efficacy serves as a mediator in the relationship between interparental conflict and academic performance.The serial mediation effect of cognitive appraisals and academic self‐efficacy further elucidates the relationship between interparental conflict and academic performance. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1002/pits.23514
    Languages:
      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 2942
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Conflict management
        Type: general
      – SubjectFull: Cognitive psychology
        Type: general
      – SubjectFull: Cognitive analysis
        Type: general
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Mediation (Statistics)
        Type: general
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      – TitleFull: Interparental Conflict and Academic Performance in Chinese High School Students: A Serial Mediation Model.
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            NameFull: Xiong, Mingrui
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            NameFull: Liu, Qian
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            NameFull: He, Yunfeng
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          Dates:
            – D: 01
              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
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              Value: 62
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              Value: 9
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            – TitleFull: Psychology in the Schools
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