Inter Parental Conflict And Its Influence On Adolescents Academic Self-regulation

Examining the process how the exposure of adolescents to destructive interparental conflictsrninfluences their academic self-regulation; identifying the major causes of interparental conflictsrnand types of conflict tactics that parents of adolescents employed to resolve marital conflictsrnwere the main purposes of this study. To investigate these problems, seven research questionsrnwere formulated. Data were collected form 421 students of Gion, Fasilo and Bahir DarrnPreparatory schools and from 194 mothers of these students through questionnaire and semistructuredrninterview. Eighteen questionnaires from adolescents and 6 questionnaires fromrnmothers were discarded through data screening processes. As a result, the main analysis wasrndone based on 403 adolescents‟ (193 male and 210 female) and 188 mothers‟ questionnairernresponses. Percentage, one sample t test, repeated sample t test, independent t test, PearsonrnProduct Moment Correlation Coefficient, and Structural Equation Modeling (SEM) werernemployed to analyze the data collected through questionnaires and description was used tornpresent the data collected through semi-structured interview. Thus, the percentage result ofrnmothers‟ ratings of causes revealed that household responsibility; follow up of child education,rnchild caring, disparity in parenting style, misunderstanding, lack of interest to generate income,rncarelessness, insufficient income for the family, extravagance and lack of intimacy were thernmajor causes of marital conflicts. The t test results showed that these parents practiced morerndestructive reasoning than verbal aggression & physical aggression, and more verbal aggressionrnthan physical aggression when they resolve marital disagreements. The result of interview alsornrevealed that there are some homes that had applied hostile form of conflict resolution tactics. Onrnthe other hand, the independent t test depicted that low self-regulated students reported higherrnlevel of conflict property; threat appraisal; self-blame appraisal, and perception of low parentalrnsupport compared to high self-regulated students. Pearson correlation also revealed a statisticallyrnsignificant negative relationship of academic self-regulation with conflict property, threat, selfblamernand low parental support. Consistently, the SEM analysis depicted that interparentalrnconflict negatively influences adolescent‟s academic self-regulation mediated by low parentalrnsupport and self-blame. Finally, on the basis of these findings conclusions, recommendations andrnfuture research directions were forwarded.

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