The Relationship Between Parenting Styles and Academic Adjustment in First-Year Middle School Students: The Chain Mediation Effects of Academic Self-Concept and Positive Academic Emotions

Weijie Lai

doi:10.6918/IJOSSER.202506_8(6).0043

Authors

Weijie Lai

DOI:

https://doi.org/10.6918/IJOSSER.202506_8(6).0043

Keywords:

Parenting styles; Academic adjustment; Academic self-concept; Positive academic emotions.

Abstract

The present study examined the specific mechanism underlying the predictive role of parental parenting styles in academic adjustment among 587 first-year junior high school students using the Simplified Parenting Styles Questionnaire, Academic Adjustment Scale, Adolescent Academic Emotions Questionnaire, and Academic Self-Concept Scale. The results indicated that: (1) the direct effect of parenting styles was significant; (2) academic self-concept played a partial mediating role in the relationship between parenting styles and academic adjustment; (3) positive academic emotions served as an independent mediator only in the pathway from positive parenting styles to academic adjustment, and did not reach significance in the negative parenting style pathway; (4) a chain mediation mechanism involving academic self-concept and positive academic emotions was observed in the effect of parenting styles on academic adjustment.

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