The Divorce Process and Child Adaptation Trajectory Typology (DPCATT) Model: The Shaping Role of Predivorce and Postdivorce Interparental Conflict

Students' beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan

This study aimed to explore the relationships between study variables that directly and indirectly affect students' beliefs and academic adaptation. A measurement tool model was used to assess participants' 'academic adjustment' (academic motivation, academic lifestyle, academic achievement), basic psychological needs factors (autonomy, competence, relatedness), beliefs about assessment factors (benefit for learning, fairness), classroom participation, and students' FLP anxiety. Explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to validate the questionnaires. The study sample consisted of 319 university students aged 17-35 years. The findings revealed significant associations among students' classroom participation, autonomy, foreign language anxiety, and relatedness. A significant indirect association with classroom participation through autonomy was also observed. Additionally, classroom participation showed significant correlations with foreign language anxiety, academic motivation, academic achievement, and perceived fairness. Academic achievement was significantly associated with academic lifestyle. Furthermore, classroom involvement was strongly associated with relatedness via foreign language classroom anxiety, and academic motivation was linked to academic lifestyle via academic performance. Academic achievement was linked to fairness via an academic lifestyle. According to the findings, the full mediation model considers all variables directly and indirectly, providing a validated model to guide higher education leaders and staff in developing programs that foster positive associations among the variables. Based on the main findings, limitations and recommendations were provided.

Parental Divorce Process and Post-Divorce Parental Behaviors and Strategies: Examining Emerging Adult Children's Attachment-Related Anxiety and Avoidance

The main goal of this study was to examine the role of parental behaviors during both the process of divorce and the post-divorce period on emerging adult children's attachment-related anxiety and avoidance. Specifically, we analyzed how recalled coparental respect and cooperation, interparental conflict, positive parenting strategies, and both parents' emotional state and instability from adult children's perspective during the divorce process and the post-divorce period were associated with emerging adult children's current attachment representations. Our sample consisted of 173 emerging adults (Mage = 22.01). The results of this study demonstrate that paternal coparental respect and cooperation along with freedom provided by the mother to talk about the father during the divorce process and post-divorce period were both related to lower attachment-related avoidance. Our findings also confirm a significant link between some paternal positive attitudes during the divorce process (i.e., freedom provided by the father to talk about the mother) and low attachment-related anxiety. Overall, the results of this research confirm that beyond divorce perse, several variables surrounding the divorce process better explain variations in adult children's attachment representations, which contribute to better comprehending the effects of parental divorce.