ArticleFrontiers in public health2025
Interparental conflict and adolescents' suicidal ideation: life satisfaction as a mediator and teacher support as a moderator.
Article in Frontiers in public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Peer Victimization and Non-Suicidal Self-Injury Among Chinese Adolescents: Moderating Roles of Teacher Emotional Support and Parent-Child Cohesion.Behavioral sciences (Basel, Switzerland) · 2026Article
- The impact of perceived parental conflict and school protective factors on chronic stress among Chinese adolescents: a network analysis perspective.Frontiers in psychology · 2026Article
Corrections and comments
- Erratum issued
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Suicidal ideation is the most significant risk factor for suicide, and suicide is the third leading cause of death among people aged 15 to 19 years. Interparental conflict has been shown to be associated with adolescents' suicidal ideation, but the reasons for this association remain underexplored. We investigated whether adolescents' life satisfaction accounts for this relationship, and whether perceived teacher support moderates the mediation process. Methods: A total of 649 Chinese adolescents (52% girls; mean age = 15.59 years, Results: The mediation analysis showed that a significant indirect relationship between interparental conflict and suicidal ideation, mediated by life satisfaction ( Discussion: The study suggest that life satisfaction and teacher support are important protective factors for adolescent suicidal ideation. Life satisfaction was associated with less suicidal ideation for adolescents with high rather than low teacher support. These findings point to the importance of considering school, family, and individual factors concurrently when developing programs to prevent and reduce adolescents' suicidal ideation.
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