Longitudinal Link between Interparental Conflict and Adolescent Subjective Well-being: A Multilevel Moderation Analysis of Teacher-Student Relationship

Yangu Pan (), Mei-ki Maggie Chan (), Tianqiang Hu () and Guangzeng Liu ()
Additional contact information
Yangu Pan: Southwestern University of Finance and Economics, Research Institute of Social Development
Mei-ki Maggie Chan: University of California, Berkeley School of Education
Tianqiang Hu: China West Normal University, Institute of Education
Guangzeng Liu: Southwest Minzu University , School of Education and Psychology

Journal of Happiness Studies, 2025, vol. 26, issue 8, No 11, 18 pages

Abstract: Abstract Interparental conflict is a well-established risk factor for adolescent well-being. However, the moderating role of teacher-student relationships on the longitudinal association between interparental conflict and adolescent well-being is unclear. Using a multilevel framework, this study employed a 4-wave longitudinal design over two years to examine the interaction between teacher-student relationships and interparental conflict in adolescent subjective well-being. Participants were 484 adolescents (Mage=14.33 years, SD = 1.62) from a secondary school in southwest China. The result indicated that adolescents who reported higher cumulative experiences of interparental conflicts also perceived significantly less subjective well-being than their peers who reported fewer conflicts in the past two years. Moreover, the teacher-student relationship at the between-person level buffered the adverse association of interparental conflicts with subjective well-being at the within-person level among middle school students. These findings suggest that persistent exposure to interparental conflicts was associated with individual differences in subjective well-being, and consistently perceived positive teacher-student relationships buffered the negative association of interparental conflicts with subjective well-being among early adolescents, highlighting the protective effects of quality teacher-student relationships across contexts.

Keywords: Interparental conflict; Teacher-student relationship; Subjective well-being; Multilevel moderation analysis; Adolescents; China (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://link.springer.com/10.1007/s10902-025-00977-2 Abstract (text/html)
Access to the full text of the articles in this series is restricted.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:spr:jhappi:v:26:y:2025:i:8:d:10.1007_s10902-025-00977-2

Ordering information: This journal article can be ordered from
http://www.springer. ... fe/journal/10902/PS2

DOI: 10.1007/s10902-025-00977-2

Access Statistics for this article

Journal of Happiness Studies is currently edited by Antonella Delle Fave

More articles in Journal of Happiness Studies from Springer
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().