An Analysis of Schema Theory and Learning Theory as Explanations for Variance in Adolescent Adjustment to Divorce

Abstract

Learning theory and schema theory were evaluated as possible explanations for the variance found in the adjustment of adolescent children of divorce. Self-report questionnaires were completed by first year Psychology and Economics students at Stellenbosch University. Participants completed Antonovsky's Life Orientation Questionnaire (measuring adjustment); Hudson's CAM and CAF questionnaires (measuring relationships with mother and father, respectively); and a set of questions measuring attitude to divorce; as well as a biographical questionnaire. Schema theory was not supported conclusively, as results showed only limited evidence for attitude to divorce acting as a mediator between the parent-child relationship and the child's adjustment. Results did, however, support learning theory as an adequate explanation for the positive correlations found between parent-adolescent relationships and adolescent adjustment. Knowledge of the importance of learning theory in explaining variance in adolescent adjustment to divorce can increase parents' awareness of their influence on their children's adjustment. This can also be used in the design of therapeutic programs for families going through divorce.