Abstract
ABSTRACT Compared to peers in intact families, adolescents in divorced families do not perform as well academically. Using an ecological framework, we ran hierarchical regressions to examine the effect of parental support and monitoring and school attachment on grade point average (GPA) in teens in intact (60%), single-divorced (20%), and blended (20%) families. In this study, 1925 students in grades 7 (45%), 9 (31%), and 11 (24%), with a mean age of 15 years completed a survey. The sample was mostly White (88%), with 11% African-American; 53% were female. We hypothesized that adolescents in divorced or remarried families would report less parental support and monitoring, and that school attachment would be more strongly associated with GPA for these adolescents. School attachment was important for teens in all families; but the effect was stronger for teens in step- or single-divorced families. Our findings have implications for parents, schools, parenting education, and youth programs.
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