Parent Work Conditions and Adolescent Core Self-Evaluations: Examining the Effects of Work Resource Drain and Parent Gender

Abstract

Using resource drain and social cognitive theory frameworks, this study investigates the process through which parent time and energy resource drain relates to adolescent core self-evaluation. Parent–child interactive and routine activities and parental social support are tested as mediators. Data are reported by mothers, fathers, and adolescent children in 151 middle-class, dual-earner families from the 500 Family Study. Hypotheses are tested using path analysis and moderated mediation. Parent work hours negatively relate to adolescent reports of received social support, partially due to decreased time spent engaged in parent–child interactive activities. Fathers’ work hours indirectly relate to adolescent core self-evaluations through parent–child interactive activities and social support from fathers; this indirect relationship was not found for mothers. Exploratory analyses examined differences by parent and child gender. Fathers’ work hours are more likely to detract from parent–child routine activities relative to mothers’ work hours. The relationship between father work hours and parent–child interactive activities is buffered for sons compared to daughters. Results help to explain why parent work-related resource drain relates to adolescent core self-evaluations. Parent gender, type of resource drain, and type of activity are identified as potential boundary conditions. Interactive activities and social support are key mediators warranting attention. Social cognitive theory is used as a framework for linking parent work-related resource drain and child outcomes. Mechanisms are identified that explain adolescent core self-evaluations development. Use of multisource data helps to mitigate problems with single-source data used in previous studies.