Coparenting and Adolescent Academic Engagement: The Mediating Role of Parent–Child Communication Among a National Sample of Chinese Families

Abstract

The relationship and related mediating mechanism between parental coparenting and adolescent academic engagement have yet to be elucidated during the pandemic. The present study is set to investigate the relationship between parental coparenting and adolescent academic engagement within Chinese families. Then it examines the mediating effects of parent–child communications in relationships. As a part of the national online survey in China, fathers, mothers and adolescents from 700 families across the country participated in the online survey. Both parents reported their coparenting support and conflict, while adolescents rated the level of open and problematic parent–child communication and their own academic engagement. Paternal coparenting conflict was related to adolescent academic engagement through both open and problematic communications. Paternal and maternal coparenting support was related to adolescent academic engagement through the mediating effect of open communication. Maternal coparenting conflict was related to adolescent academic engagement through problematic communication. Moreover, paternal coparenting support was positively directly related to adolescent academic engagement in the overall model. The research findings supported the effects of parental coparenting on adolescent academic engagement through the mediating effects of open and problematic parent–child communication. Paternal coparenting support had a greater impact on adolescent academic engagement.