Modelo cognitivo-contextual del conflicto interparental y la adaptación de los hijos
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2011
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Universidad de Murcia, Servicio de Publicaciones
Resumen
El objetivo de este estudio ha sido comprobar en población española la validez del modelo cognitivo-contextual como modelo teórico explicativo de la relación existente entre el conflicto interparental y la adaptación de los hijos. Para ello se contó con la participación de 3957 estudiantes (50.2% mujeres, 49.8% hombres; edad media= 15.68 años). Se valoraron a través de cuestionario las siguientes variables: el conflicto inteparental percibido por parte de los hijos (CPIC), el bienestar-malestar psicológico de los hijos (YSR), el rendimiento académico (CDE) y la satis-facción familiar (FS). Sendos modelos de regresión jerárquica consiguen explicar un 22.6% de la varianza del malestar emocional de los hijos y un 26% de las rendimiento académico. Un modelo de estructura de covarian-za (CFI, GFI y AGFI >.95) permite constatar un efecto claro y directo del conflicto interparental sobre la afectividad de los hijos pero no sobre el rendimiento académico el cual es repercutido más directamente por el grado de malestar emocional presente en los hijos; es decir, la relación del conflicto parental con el rendimiento académico no es directa, sino que viene mediada por el grado de afectividad.
The aim of these research is to check cognitive-contextual model's validity in Spanish population as a theoretical framework which can explain the connection between marital conflict and childrens' adjustment. 3957 students were included in the sample (50.2% female, 49.8% male; Average age= 15.68 years old). The following variables were assessed through questionnaires: children perception of interparental conflict (CPIC), children's psychological well-being (YSR), academic performance (CDE) and family satisfaction (FS). Hierarchical regression models are able to explain the 22.6% of the variance on children's emotional unrest, and the 26% on academic performance. A covariance structure model (CFI, GFI y AGFI >.95) has confirmed a clear and direct effect of interparental conflict on children's affectivity, but no on academic performance, which is more directly affected by children's emotional unrest. In other words, the relation between interparental conflict and academic performance is not direct, it is mediated by the level of affectivity.
The aim of these research is to check cognitive-contextual model's validity in Spanish population as a theoretical framework which can explain the connection between marital conflict and childrens' adjustment. 3957 students were included in the sample (50.2% female, 49.8% male; Average age= 15.68 years old). The following variables were assessed through questionnaires: children perception of interparental conflict (CPIC), children's psychological well-being (YSR), academic performance (CDE) and family satisfaction (FS). Hierarchical regression models are able to explain the 22.6% of the variance on children's emotional unrest, and the 26% on academic performance. A covariance structure model (CFI, GFI y AGFI >.95) has confirmed a clear and direct effect of interparental conflict on children's affectivity, but no on academic performance, which is more directly affected by children's emotional unrest. In other words, the relation between interparental conflict and academic performance is not direct, it is mediated by the level of affectivity.
Palabras clave
Modelo cognitivo-contextual
Conflicto interparental
Adaptación de los hijos/as
Malestar psicológico
Rendimiento académico
Cognitive-contextual model
Marital conflict
Children’s adjustment
Psychological distress
Academic performance
Conflicto interparental
Adaptación de los hijos/as
Malestar psicológico
Rendimiento académico
Cognitive-contextual model
Marital conflict
Children’s adjustment
Psychological distress
Academic performance
Descripción
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Cita
Iraurgi Castillo, I., Martínez Pampliega, A., Iriarte Elejalde, L., & Sanz Vázquez, M. (2011). Modelo cognitivo-contextual del conflicto interparental y la adaptación de los hijos. Anales de psicología, 27(2), 562-573.