The effects of perceived daily social and academic failure experiences on school-age children's subsequent interactions with parents.
The hypothesis that perceived failure experiences at school would increase the likelihood of aversive parent-child interactions after school was supported in a study of 167 fourth, fifth, and sixth graders. Children completed measures of mood, school events, and parent-child interaction 3 times each day for 2 consecutive days. Reports of social and academic failure experiences at school (e.g., peer problems and difficulty with schoolwork) were associated with increases in child self-reports of demanding and aversive behavior toward parents that evening. There was no evidence of the reverse effect; aversive child behavior did not predict an increase in reports of negative events the next day. When children rated more academic failure events at school, they also described their parents as more disapproving and punishing after school. However, this effect was only partially mediated by increases in the child's aversive behavior. It is argued that the findings cannot be explained solely by a response bias caused by the child's general mood or frame of mind that day. First, school-to-home mood spillover effects were controlled in the analyses. Second, reports of problems at school were not associated with other aspects of parent-child interaction (e.g., the parent's positive behavioral and emotional involvement with the child). In addition to its substantive findings, the study illustrates use of an unbiased method for assessing child responses to daily stressors.
Department of Psychology, UCLA 90095-1563, USA.
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D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D008016:Life Change Events; D008297:Male; D010287:Parent-Child Relations; D014477:Underachievement