The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students
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Published
Jun 30, 2021
Abstract
Taking the elementary students of grade 5 in Jiangsu Province as the object, the research is carried out on the family and peer factors that affect the academic pressure of elementary students. The results show that parent-child relationships and peer relationships are critical protective factors for elementary students’ academic pressure. The parent-child relationship negatively predicts the academic pressure and affects its academic pressure through the peer relationship, while self-esteem regulates the relationship between the peer relationship and the academic pressure. The study results suggest that constructing a good parent-child relationship and peer relationship while improving children’s self-esteem positively impacts elementary students to cope with academic pressure.
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Keywords
Elementary Students, Academic Pressure, Parent-Child Relationship, Peer Relationship, Self-Esteem
Supporting Agencies
This study was supported by the major research project of the Ministry of Education’s philosophy and social science research. The phased achievement of “Research on the Evaluation Index System of High-quality Education Development” (Project #: 20JZD053).
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Chen, W., Li, D., Bao, Z., Yan, Y., & Zhou, Z. (2015). Parent-child attachment, and adolescents’ problematic Internet use: a moderated mediation model. Acta Psychologica Sinica, 47(5): 611-623. [Chinese] DOI: https://doi.org/10.3724/SP.J.1041.2015.00611
Chen, X. (2004). A study on middle school students’ academic pressure, coping strategies and coping psychological mechanisms. Dissertation; Chongqing: Southwestern Normal University. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10635-2004085323.htm
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2): 310-357. DOI: https://doi.org/10.1037/0033-2909.98.2.310
De Goede, I. H., Branje, S. J., Delsing, M. J., & Meeus, W. H. (2009). Linkages Over Time Between Adolescents’ Relationships with Parents and Friends. Journal of Youth and Adolescence, 38(10): 1304-1315. DOI: https://doi.org/10.1007/s10964-009-9403-2
Dong, L., & Wo, J. (2005). A study on the development characteristics of interpersonal communication among primary school students in grades 3-6. Chinese Journal of Clinical Psychology, 13(1): 45-47. [Chinese] DOI: https://doi.org/10.3969/j.issn.1005-3611.2005.01.014
Dou, F., Wang, M., & Gao, X. (2019). The effect of learning stress on sleep quality of senior high school students: a regulated mediation model. Chinese Journal of Clinical Psychology, 27(6): 1275-1278+1282. [Chinese] DOI: https://doi.org/10.16128/j.cnki.1005-3611.2019.06.041
Fan, M. (2014). An empirical study on the impact mechanism of “One Child” policy on health status. Dissertation; Southwestern University of Finance and Economics. [Chinese] http://cdmd.cnki.com.cn/Article/CDMD-10651-1014403198.htm
Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology, 75(2): 157–169. DOI: https://doi.org/10.1348/000709904X23411
Fisher, R. L. (1974). Media Review: Books: Attachment and Loss, Separation: Anxiety and Anger. Exceptional Children, 41(1): 61-62. DOI: https://doi.org/10.1177/001440297404100118
Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50(5): 992-1003. https://psycnet.apa.org/buy/1986-21910-001
Guo, B., Wang, Y., & Zhang, L. (2005). The influence of class environmental variables on the relationship between children’s social behavior and school adjustment. Psychological Bulletin, 24(2): 233-239. [Chinese] https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFD2005&filename=XLXB20050200A&v=MmwWrwR2tPsfZzeLnp2ZgkY9a%25mmd2B%25mmd2FAb%25mmd2FHAbjkOnTcapfaNfzCMqyWSjSSh33xK9qyO
Guo, J., & Ye, Y. (2016). The influence of adolescents’ psychological resilience on life satisfaction: The mediating role of self-esteem. Journal of Yulin Teachers College, 37(1): 132-135. [Chinese] DOI: https://doi.org/10.13792/j.cnki.cn45-1300/z.2016.01.025
Hou, J,, & Chen, Z. (2016). The developmental trajectory of adolescent depression: defining subgroups and their influencing factors. Acta Psychologica Sinica, 48(08):957-968. [Chinese] DOI: https://doi.org/10.3724/SP.J.1041.2016.00957
Hua, X. (2018). Intervention Research on Youth from Urban Poor Families from the Perspective of Resilience. Dissertation; Guangzhou: South China University of Technology. [Chinese] https://cdmd.cnki.com.cn/Article/CDMD-10251-1018224827.htm
Huang, W., & Wang, Z. (2020). A study on the relationship between primary school pupils’ learning pressure and mental health. Journal of Campus Life & Mental Health, 18(1): 36-38. [Chinese] DOI: https://doi.org/10.19521/j.cnki.1673-1662.2020.01.010
Kim, E., & Lee, M. (2013). The reciprocal longitudinal relationship between the parent-adolescent relationship and academic stress in Korea. Social Behavior and Personality: an international journal, 41(9): 1519-1531. DOI: https://doi.org/10.2224/sbp.2013.41.9.1519
Lai, J., Zheng, G. & Liu, F. (2008). A study on the influence of peer relationships on the self-esteem of middle school students. Chinese Journal of Clinical Psychology, 16(1): 74-76. [Chinese] DOI: https://doi.org/10.3969/j.issn.1005-3611.2008.01.025
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How to Cite
Liao, M., Zhou, S., & Ying, R. (2021). The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students . Science Insights Education Frontiers, 9(1), 1161–1182. https://doi.org/10.15354/sief.21.or035
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