The spillover effects of parental verbal conflict on classmates' cognitive and noncognitive outcomes
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Date
2022-11
Authors
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Publisher
Wiley
Abstract
This study shows that children exposed to Interparental Verbal Conflict (IPVC) exert negative spillovers on their peers. Our first identification strategy uses within-school, across-classroom variation in peer's IPVC in schools that randomly assign students into classrooms. Our second strategy uses within-student, year-to-year changes in peer's IPVC to control for peer's pre-existing characteristics. Both results suggest that being randomly assigned to classes where more classmates experience IPVC reduces mental wellbeing, lowers social engagement, diminishes self-confidence, and increases the likelihood of problem behaviors. Effects operate by damaging relationships between classmates. There is no evidence of impacts on test scores or teacher behavior.
Description
This is the peer reviewed version of the following article: [The spillover effects of parental verbal conflict on classmates' cognitive and noncognitive outcomes. Economic Inquiry 61, 2 p342-363 (2022)], which has been published in final form at https://doi.org/10.1111/ecin.13122. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3.
Keywords
classroom environment, interparental conflict, nonâcognitive skills, peer effects
Citation
Zhou, W., & Hill, A. J. (2023). The spillover effects of parental verbal conflict on classmates' cognitive and noncognitive outcomes. Economic Inquiry, 61(2), 342-363.