Human Development and Family Studies, The Pennsylvania State University, USA; Prevention Research Center, The Pennsylvania State University, USA.
Human Development and Family Studies, The University of Alabama, USA.
J Adolesc. 2019 Feb;71:28-37. doi: 10.1016/j.adolescence.2018.12.005. Epub 2018 Dec 26.
Recent work has sought to understand how family-specific risk, such as exposure to interparental conflict, may generalize to developmentally-salient processes in adolescence. A cascade model has been identified in which conflict-specific threat appraisals may erode adolescents' self-efficacy over time, and in turn, undermine their psychological well-being. The goal of this study was to integrate success in the school and peer contexts as potential contextual protective factors that may mitigate the effects of interparental conflict on self-efficacy.
We tested the additive and interactive effects of success in school and peer contexts on adolescent self-efficacy to better understand these ecological contextual factors for a family risk model. Analyses were conducted using structural equation modeling with a sample of 768 two-parent U.S. families across three measurement occasions. Interparental conflict, threat appraisals, self-efficacy, and school success and peer support were measured using multiple, established scales.
Results supported the additive effects model, in that school success and peer support significantly contributed to general self-efficacy above and beyond the effects of threat appraisals of interparental conflict, but did not moderate the association between threat appraisals and self-efficacy.
Findings indicate that strengths in school and peer contexts have potential to compensate for, but do not appear to buffer, the negative effects of threat appraisals of interparental conflict and underscore the importance of these contexts for understanding multifinality in outcomes of adolescents exposed to interparental conflict.
最近的研究试图了解家庭特定风险（如父母间冲突的暴露）如何推广到青少年时期发展重要的过程。已经确定了一个级联模型，其中冲突特定的威胁评估可能随着时间的推移侵蚀青少年的自我效能感，并进而破坏他们的心理健康。本研究的目的是整合学校和同伴环境中的成功作为潜在的情境保护因素，以减轻父母间冲突对自我效能感的影响。
我们测试了学校和同伴环境中成功的附加和交互作用对青少年自我效能感的影响，以更好地理解家庭风险模型的这些生态情境因素。使用结构方程模型对来自三个测量时间点的 768 对美国家庭的样本进行了分析。父母间冲突、威胁评估、自我效能感以及学业成功和同伴支持使用多个经过验证的量表进行测量。
结果支持了附加效应模型，即学业成功和同伴支持在超越父母间冲突的威胁评估对自我效能感的影响之外，对一般自我效能感有显著贡献，但并未调节威胁评估与自我效能感之间的关系。
研究结果表明，学校和同伴环境中的优势有可能弥补，但似乎不能缓冲父母间冲突的威胁评估的负面影响，突出了这些环境对于理解经历父母间冲突的青少年的多结局的重要性。
