Peer-reviewed article
Parental academic involvement and academic buoyancy among junior high school students: cross-sectional indirect associations involving peer relations and academic emotions.
Wang M, Yin X, Zhao Y, Teng S, Ji X ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how parental involvement in children's academics affects academic buoyancy (resilience in learning) among Chinese junior high school students. The research involved 867 students and measured parental academic involvement, peer relationships, academic emotions, and academic buoyancy. The findings show that parental academic involvement is linked to better academic buoyancy, with positive emotions and peer relationships playing important roles in this connection. The strongest association was through positive academic emotions.
Key points
- Parental academic involvement was positively associated with academic buoyancy and positive academic emotions
- Parental academic involvement was negatively associated with peer fear, inferiority, and negative academic emotions
- Positive academic emotions showed the largest indirect association between parental involvement and academic buoyancy
- Both maternal and paternal academic involvement showed significant indirect associations with academic buoyancy
- Peer acceptance did not show a significant indirect association in either model
Limitations
This is a cross-sectional study, so it cannot establish causation or direction of effects. The sample was limited to junior high school students from families meeting specific parental-education and household-income criteria, which may not represent all students or families.
Abstract
Objective This study examined the association between parental academic involvement and academic buoyancy among junior high school students from families meeting predefined parental-education and household-income criteria, and tested whether peer relations and academic emotions were involved in cross-sectional statistical indirect-association patterns between these variables. Methods Using a cross-sectional survey design, we collected online data from 867 Chinese junior high school students through the Wenjuanxing platform. Measures assessed parental academic involvement, peer relations, academic emotions, and academic buoyancy. After controlling for gender, grade, and only-child status, we conducted Pearson correlation analyses and cross-sectional parallel statistical indirect-association analyses. Bootstrap procedures with 5,000 resamples were used to estimate statistical indirect associations and their 95% confidence intervals. Results Parental academic involvement was positively associated with positive academic emotions and academic buoyancy, and negatively associated with peer fear and inferiority and negative academic emotions. Parallel statistical indirect-association analyses showed significant total indirect-association patterns in both models (maternal academic involvement: effect = 0.0380, 95% CI [0.0290, 0.0485]; paternal academic involvement: effect = 0.0283, 95% CI [0.0196, 0.0379]). In both models, significant specific statistical indirect associations were observed in the patterns involving peer fear and inferiority, negative academic emotions, and positive academic emotions, with the largest statistical indirect association involving positive academic emotions. By contrast, the indirect association involving peer acceptance was not significant in either model. Conclusion In this cross-sectional sample, academic buoyancy was concurrently associated with parental academic involvement, peer relational experiences, and academic emotions, particularly positive academic emotions.