The present study investigated the independent and combined effects of perceived parental support and social problem-solving skills on children's emotional adjustment. Thirty-six fourth- and fifth-grade children completed measures of perceived parental support, social problem-solving skills, self-perceived competence and self-worth, and recent stressful life events. It was hypothesized that both parental support and social problem-solving skills would be positively related to perceived competence and self-worth. It was expected that variables would interact to buffer the effects of stress and to facilitate children's emotional adjustment. Perceived parental support was significantly related to measures of competence and self-worth, but social problem-solving skills were not. Results have implications for the development of intervention programs. (Contains 2 tables and 12 references.) (Author)