Adolescent academic adjustment in families with parental divorce or separation

Tan Lei Shek, Ka Yu Florence Wu

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review

Abstract

Based on the five waves of longitudinal data (N = 3,328 at Wave 1), the influence of positive youth development attributes and family functioning on academic adjustment and academic stress in adolescents growing up in families with parental separation or divorce at Time 1 was examined. Compared with adolescents without experience of parental divorce or separation, adolescents with such experiences displayed poorer wellbeing and academic adjustment as well as higher risk behavior. At Wave 5, both positive youth development and family functioning positively predicted academic adjustment but negatively predicted study stress. Longitudinally, Wave 1 positive youth development predicted school adjustment at Wave 3 and perception of the new secondary school curriculum at Wave 5. While Wave 4 positive youth development had influence on all academic-related measures at Wave 5, Wave 4 family functioning predicted school conduct at Wave 5 only. The protective role of positive youth development and family functioning in academic resilience in adolescents growing up in non-intact families is discussed.
Original languageEnglish
Title of host publicationPositive Youth Development
Subtitle of host publicationLong Term Effects in a Chinese Program
PublisherNova Science Publishers, Inc.
Pages189-208
Number of pages20
ISBN (Electronic)9781536125405
ISBN (Print)9781536125399
Publication statusPublished - 1 Jan 2017

ASJC Scopus subject areas

  • Psychology(all)

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