The Impact of Marital Discord of Parents on Taiwanese Adolescents’ Academic Achievement: The Mediating and Moderating Effect of Maternal Parenting Practice
Bibliographic record
Abstract
Previous studies point out that family experience is strongly linked to adolescents’ adjustment in school and has a central status in the field of educational sociology. However, the mechanism that operates between parental marital discord and Taiwanese adolescent children’s future academic achievement is not clear. The purposes of this study were to examine the impact of parental marital conflict on adolescents’ academic achievement and to determine if maternal parenting practices mediated or moderated the impact. Drawing on responses from 931 pairs of Taiwanese mothers and adolescent children, a longitudinal data collection approach using panel design provided repeated measurement of marital discord. Over the course of two years, adolescents reported on their academic achievements and their perceptions of maternal parenting practices while mothers completed questionnaires evaluating marital discord. The results of this study supported a spilled-over effect (partial mediation) model but failed to support a compensation (moderation) model. Overall, marital discord not only had a direct negative effect on adolescent academic achievement but also demonstrated an indirect impact through less desirable and adverse parenting practices with adolescent children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".