This article uses a resources and demands approach to examine the extent to which work, community, and parenting resources and demands are related to adolescents’ internalizing and externalizing problems and grades in school. The analysis is based on data from 489 married two-earner couples and adolescents aged 10 to 17 interviewed for the 1992-1994 National Survey of Families and Households. The results indicate that time in activities is not related strongly to adolescent problems and grades. Negative work spillover, peer-based school problems, and harsh parenting behaviors show the strongest and most consistent relationships with adolescent problems and grades. Friends’ planning college and nurturing parenting behaviors are positively related to grades. Thus, the findings support the resources and demands approach to varying degrees for the resources and demands included in the study.
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