Q: when did your parents get separated or divorced?
2. Regarding practical implication (1)For parents with children
2. Regarding practical implication (1)For parents with children
Communication is always difficult. Parents should be aware that the consequences of frequent severe marital conflict are not limited to themselves, but that their children also suffer. Parents should avoid frequent severe conflict or at least avoid such conflict in front of their children. When the
argument or conflict between husband and wife cannot be dissolved by themselves, it is the right thing to seek for the professional help, such as marriage counselor or marriage therapist.
(2)For school and teachers
Every student has an equal right to learn and study in school, and should not be treated differently based on family background or socioeconomic status. Furthermore, in the case of children from disadvantaged families, teachers should be encouraged to actively provide assistance. School is another important setting for children, and when family does not function well, teachers and schools are crucial to child development.
(3)For government
Children and adolescents are the future of society. Children and adolescents with better well-being (both physical and psychological) can contribute to a more healthy society in the future.
Owing to the low birth rate, the Taiwanese government has implemented numerous policies to
encourage married couples to have children, However, more efforts need to be made to ensure children grow up in a healthy family environment.
Limitations
This study has several limitations. First, the specific timing ([i.e. OR that is OR namely] 19XX or 3rd grade etc.) of parental divorce and marital conflict cannot be determined owing to the limitations of the dataset, and thus this study estimated pre-divorce parental marital conflict based on grade periods (namely during elementary school, before elementary school, etc.).
Second, retrospective data might be less accurate than prospective data, and thus questions regarding childhood experiences (namely parental marital conflict before elementary school) might result in the prevalence of target phenomena being underestimated.
Thirdly, owning to limitation of dataset, the number of adolescent from divorced families is relative fewer (n=337) than those from two parent families (n=3,621), therefore the results of this study might be skewed and should be carefully interpreted.
Finally, only adolescents who never experienced parental divorce and whose parents divorced before junior high school exhibited notable trends in this study, and the analysis failed to distinguish notable trends for other family types.
Future Direction
This study observed the mental health trajectories of adolescents. Future studies should extend these trajectories into adulthood, and trace mental health trajectories back to childhood, thus describing the mental health of individuals more completely.
The impact of parental divorce and marital conflict should be examined in other countries with
similar cultures to Taiwan, thus enabling the mechanisms of pre-divorce parental marital conflict to be better understood.
Moreover, researchers should investigate more closely the effect of family experiences on adolescent mental health, such as the relationship with siblings or other family, and try to identify the protective factors for children of families with divorce or parental marital conflict.
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APPENDIX A
𝑌𝑡𝑖 = 𝛽0𝑖+ 𝛽1𝑖(𝑇𝑖𝑚𝑒)𝑡𝑖+ 𝑟𝑡𝑖 Where
𝑌𝑡𝑖 is the mental health score at time t for student i;
(𝑇𝑖𝑚𝑒)𝑡𝑖 is the time t for student i, centered around the earliest time;
𝛽0𝑖 is student i’s true mental health score at the earliest grade;
𝛽1𝑖 is the linear growth rate in mental health for student i;
𝑟𝑡𝑖 is the residual error at time t.
APPENDIX B
𝛽0𝑖 = 𝛾00+ 𝑢0𝑖 𝛽1𝑖 = 𝛾10+ 𝑢1𝑖 where
𝛾00 is the average mental health score for the population;
𝛾10 is the population average of the true linear growth rate in mental health;
𝑢0𝑖 is the residual error for student i on average mental healths;
𝑢1𝑖 is the residual error for student i on linear growth in mental health;
APPENDIX C
𝑌𝑡𝑖 = 𝛽0𝑖+ 𝛽1𝑖(𝑇𝑖𝑚𝑒)𝑡𝑖+ 𝛽2𝑖(𝑇𝑖𝑚𝑒)𝑡𝑖2 + 𝑟𝑡𝑖 Where
𝑌𝑡𝑖 is the mental health score at time t for student i;
(𝑇𝑖𝑚𝑒)𝑡𝑖 is the time t for student i, centered around the earliest time;
𝑇𝑖𝑚𝑒𝑡𝑖2 is the square of time t for student i, centered around the earliest time;
𝛽0𝑖 is student i’s true mental health score at the earliest grade;
𝛽1𝑖 is the linear growth rate in mental health for student i;
𝛽2𝑖 is the quadratic growth rate in mental health for student i;
𝑟𝑡𝑖 is the residual error at time t.
APPENDIX D
𝛽0𝑖 = 𝛾00+ 𝑢0𝑖 𝛽1𝑖 = 𝛾10+ 𝑢1𝑖 𝛽2𝑖 = 𝛾20+ 𝑢2𝑖 Where
𝛾00 is the average mental health score for the population;
𝛾10 is the population average of the true linear growth rate in mental health for individuals;
𝛾20 is the population average of the true quadratic growth rate in mental health for individuals;
𝑢0𝑖 is the residual error for student i on average mental health after controlling for all other variables;
𝑢1𝑖 is the residual error for student i on linear growth in mental health after controlling for all other variables;
𝑢2𝑖 is the residual error for student i on quadratic growth in mental health after controlling for all other variables;
APPENDIX E
𝑌𝑡𝑖 = 𝛽0𝑖+ 𝛽1𝑖(𝑇𝑖𝑚𝑒)𝑡𝑖+ 𝛽2𝑖(𝑇𝑖𝑚𝑒)𝑡𝑖2 + 𝛽3𝑖(𝑃𝑎𝑡𝑒𝑟𝑛𝑎𝑙 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑚𝑒𝑛𝑡)𝑡𝑖 + 𝛽4𝑖(𝑀𝑎𝑡𝑒𝑟𝑛𝑎𝑙 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑚𝑒𝑛𝑡)𝑡𝑖+ 𝑟𝑡𝑖
Where
𝑌𝑡𝑖 is the mental health score at time t for student i;
(𝑇𝑖𝑚𝑒)𝑡𝑖 is the time t for student i, centered around the earliest time point;
(𝑇𝑖𝑚𝑒)𝑡𝑖2 is the square of time t for student i, centered around the earliest time point;
(𝑃𝑎𝑡𝑒𝑟𝑛𝑎𝑙 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑚𝑒𝑛𝑡)𝑡𝑖 is the status of paternal involvement at time t for student i;
(𝑀𝑎𝑡𝑒𝑟𝑛𝑎𝑙 𝑖𝑛𝑣𝑜𝑙𝑣𝑒𝑚𝑒𝑛𝑡)𝑡𝑖 is the status of maternal involvement at time t for student i;
𝛽0𝑖 is student i’s true mental health score at the earliest time point;
𝛽1𝑖 is the linear growth rate in mental health for student i;
𝛽2𝑖 is the quadratic growth rate in mental health for student i;
𝛽3𝑖 is the strength of the longitudinal relationship between paternal involvement and mental health for student i;
𝛽4𝑖 is the strength of the longitudinal relationship between maternal involvement and mental health for student i;
𝑟𝑡𝑖 is the residual error at time t.
APPENDIX F
𝛽0𝑖 = 𝛾00+ 𝛾01(𝑫𝒊𝒗𝒐𝒓𝒄𝒆 𝟎~𝟏𝟐 𝒚𝒆𝒂𝒓𝒔)𝑖
+ 𝛾02(𝑀𝑎𝑙𝑒)𝑖 + 𝛾03(𝑃𝐸𝑑𝑢2)𝑖+ 𝛾04(𝑃𝐸𝑑𝑢3)𝑖 + 𝛾05(𝑃𝐸𝑑𝑢4)𝑖
+ 𝛾06(𝑃𝐸𝑑𝑢5)𝑖 + 𝛾07(𝐼𝑛𝑐𝑜𝑚𝑒2)𝑖+ 𝛾08(𝐼𝑛𝑐𝑜𝑚𝑒3)𝑖 + 𝛾09(𝐼𝑛𝑐𝑜𝑚𝑒4)𝑖 + 𝛾010(𝐼𝑛𝑐𝑜𝑚𝑒5)𝑖 + 𝛾011(𝐼𝑛𝑐𝑜𝑚𝑒6)𝑖 + 𝛾012(𝑃𝑟𝑔𝑚2)𝑖+ 𝛾013(𝑃𝑟𝑔𝑚3)𝑖 + 𝛾014(𝑃𝑟𝑔𝑚4)𝑖 + 𝛾015(𝑃𝑟𝑖𝑣)𝑖+ 𝛾016(𝑆𝑢𝑏𝑢𝑟𝑏)𝑖+ 𝛾017(𝑈𝑟𝑏𝑎𝑛)𝑖 + 𝑢0𝑖 𝛽1𝑖= 𝛾10+ 𝛾11(𝑫𝒊𝒗𝒐𝒓𝒄𝒆 𝟎~𝟏𝟐 𝒚𝒆𝒂𝒓𝒔)𝑖
+ 𝛾12(𝑀𝑎𝑙𝑒)𝑖+ 𝛾13(𝑃𝐸𝑑𝑢2)𝑖 + 𝛾14(𝑃𝐸𝑑𝑢3)𝑖 + 𝛾15(𝑃𝐸𝑑𝑢4)𝑖
+ 𝛾16(𝑃𝐸𝑑𝑢5)𝑖+ 𝛾17(𝐼𝑛𝑐𝑜𝑚𝑒2)𝑖+ 𝛾18(𝐼𝑛𝑐𝑜𝑚𝑒3)𝑖+ 𝛾19(𝐼𝑛𝑐𝑜𝑚𝑒4)𝑖 + 𝛾110(𝐼𝑛𝑐𝑜𝑚𝑒5)𝑖+ 𝛾111(𝐼𝑛𝑐𝑜𝑚𝑒6)𝑖 + 𝛾112(𝑃𝑟𝑔𝑚2)𝑖+ 𝛾113(𝑃𝑟𝑔𝑚3)𝑖 + 𝛾114(𝑃𝑟𝑔𝑚4)𝑖+ 𝛾115(𝑃𝑟𝑖𝑣)𝑖+ 𝛾116(𝑆𝑢𝑏𝑢𝑟𝑏)𝑖+ 𝛾117(𝑈𝑟𝑏𝑎𝑛)𝑖 + 𝑢1𝑖 𝛽2𝑖 = 𝛾20+ 𝛾21(𝑫𝒊𝒗𝒐𝒓𝒄𝒆 𝟎~𝟏𝟐 𝒚𝒆𝒂𝒓𝒔)𝑖+𝛾22(𝑀𝑎𝑙𝑒)𝑖+ 𝛾23(𝑃𝐸𝑑𝑢2)𝑖 + 𝛾24(𝑃𝐸𝑑𝑢3)𝑖
+ 𝛾25(𝑃𝐸𝑑𝑢4)𝑖 + 𝛾26(𝑃𝐸𝑑𝑢5)𝑖+ 𝛾27(𝐼𝑛𝑐𝑜𝑚𝑒2)𝑖 + 𝛾28(𝐼𝑛𝑐𝑜𝑚𝑒3)𝑖 + 𝛾29(𝐼𝑛𝑐𝑜𝑚𝑒4)𝑖+ 𝛾210(𝐼𝑛𝑐𝑜𝑚𝑒5)𝑖 + 𝛾211(𝐼𝑛𝑐𝑜𝑚𝑒6)𝑖 + 𝛾212(𝑃𝑟𝑔𝑚2)𝑖 + 𝛾213(𝑃𝑟𝑔𝑚3)𝑖 + 𝛾214(𝑃𝑟𝑔𝑚4)𝑖+ 𝛾215(𝑃𝑟𝑖𝑣)𝑖 + 𝛾216(𝑆𝑢𝑏𝑢𝑟𝑏)𝑖 + 𝛾217(𝑈𝑟𝑏𝑎𝑛)𝑖+ 𝑢2𝑖
𝛽𝑋𝑖 = 𝛾𝑋0
Where
(𝐷𝑖𝑣𝑜𝑟𝑐𝑒 0~12 𝑦𝑒𝑎𝑟𝑠)𝑖 is the experience of parental divorce;
(Male) is the gender of individuals;
(PEdu2~Pedu5) is the levels of parents’ highest education;
(Income 2~Income 6) is the status of household income;
𝛾00 is the average mental health score for the population;
𝛾01 is the effect of parental divorce on the population average of mental health;
𝛾02 is the effect of gender on the population average of mental health;
𝛾03~𝛾06 is the effect of parental education on the population average of mental health;
𝛾07~𝛾011 is the effect of household income on the population average of
𝛾07~𝛾011 is the effect of household income on the population average of