The Relationship Between Parents' Academic Involvement, Parents' Academic Stress And Primary School Students' Academic Emotion

In the background of the “double reduction” policy,effectively stimulating students’ interest in learning and motivating them to learn has become an important task in basic education.Especially for elementary school students,paying close attention to the development of their academic emotions plays a key role in the development of their physical and mental health.Academic emotions refer to the feelings that students experience during various academic activities,and according to the ecosystem theory,the family environment has a great influence on the development of students’ emotions.Research has shown that proactive parental involvement in students’ academics can be effective in improving their academic performance,however,it has also been shown that academic pressure from parents can increase students’ psychological stress.Therefore,the mechanism of family factors on students’ academic emotions remains to be clarified.In addition to external environmental factors,internal factors may also influence academic emotions.As an important trait closely related to individual mental health,emotion regulation ability plays an important role in students’ emotional and behavioral development.Thus,the present study investigated the effects of parental involvement in school,parental stress,and emotion regulation on positive and negative academic emotions of elementary school students and their underlying mechanisms from both family environment and internal factors.The purposes of this study were(1)to development a questionnaire of parental academic involvement of elementary school students;(2)to explore the relationship between parental academic involvement and academic emotions,parental academic stress and academic emotions as well;(3)to analyze the mediating role of emotion regulation in the relationship between parental factors and academic emotions;(4)to investigate the moderating role of gender in the relationship between parental factors and academic emotions.In this study,on the basis of existing studies,a parental academic involvement questionnaire suitable for measuring elementary school students was developed,and the results of exploratory factor analysis and validation factor analysis indicated that the developed Parental Academic Involvement Questionnaire for Elementary School Students had good reliability and validity and could be used as a survey instrument.The formal questionnaire consists of 13 questions,including 6 questions on the behavioral involvement dimension,4 questions on the cognitive involvement dimension,and 3 questions on the affective involvement dimension.The higher the total score of the questionnaire,the higher the level of parental involvement in school.A total of 460 elementary school students in grades 3-6 in an elementary school in Tianjin were used as subjects to investigate the effects of parental academic involvement and parental academic stress on elementary school students’ academic emotions,as well as the role of emotion regulation and gender in them,using the Elementary School Parental Academic Involvement Questionnaire,the Elementary School Parental Academic Stress Scale,the Emotion Regulation Scale,and the Adolescent Academic Emotion Questionnaire respectively.The results showed that:(1)parental academic involvement significantly and positively predicted positive academic emotions and emotion regulation,and significantly and negatively predicted negative academic emotions in elementary school students;emotion regulation played a partially mediating role in the relationship between parental academic involvement and academic emotions.(2)Parental academic stress significantly and negatively predicted positive academic emotions and emotion regulation,and emotion regulation partially mediated the relationship between parental academic stress and academic emotions;(3)Gender played a moderating role in the pathway of parental academic involvement and negative academic emotions.Overall,the present study found that parental academic involvement promotes positive academic emotions and reduces negative academic emotions of elementary school students,but parental academic stress negatively affected academic emotions;besides,parents further influenced the academic emotions of elementary school students by affecting their emotion regulation ability;moreover,for girls,parental academic involvement was more helpful in their negative academic emotions.