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

• DOI: 10.1002/pits.23514
• Publication Date: 2025-04-10T08:45:08Z
• Authors: Mingrui Xiong; Qian Liu; Yunfeng He

ABSTRACT Previous research indicates that students' academic performance can be negatively affected by interparental conflict. However, studies focusing on Chinese high school students, whose is particularly emphasized, are limited. Moreover, relatively little work has examined the mechanisms underlying association between conflict and performance. Based cognitive‐contextual framework expectancy‐value theory, current study explored potential cognitive mediators in 748 students with a mean age of 17.07 years. The results revealed significant negative relationship performance, further showed self‐efficacy mediated Additionally, all components appraisals demonstrated serial mediation effect Therefore, concerning youth outcomes, these findings highlight need for greater focus belief learning ability also their reactions towards