The longitudinal relationship between family socioeconomic status and students' academic achievement

The mediating roles of learning anxiety‐learning engagement profiles and the moderating role of negative parenting styles

Bibliographic Data

ID9620671
AuthorsTianci Zhang (0009-0005-9753-5398, Department of Psychology, School of Humanities and Social Sciences Beijing Forestry University Beijing China), Wei Shao (0000-0002-9440-7543, Department of Psychology, School of Humanities and Social Sciences Beijing Forestry University Beijing China), Jingyi Zhang (0000-0002-3147-8838, Faculty of Psychology Beijing Normal University Beijing China), Qinglin Zhang (0000-0002-7182-2795, Department of Psychology, School of Humanities and Social Sciences Beijing Forestry University Beijing China), Yuan Tao (0000-0002-0604-3437, School of Soil and Water Conservation Beijing Forestry University Beijing China), Tao Yuan (0000-0003-3008-0171, Beijing Forestry University), Xiao Yu (0000-0002-0964-756X, Department of Psychology, School of Humanities and Social Sciences Beijing Forestry University Beijing China, corresponding author)
Year2025
Volume117
Issue1
Pages217-239
Publication date2025-08-27
Open AccessYes
TypeARTICLE
VenueBritish Journal of Psychology (JOURNAL)
Journal identifiersISSN: 0007-1269 • E-ISSN: 2044-8295
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjop.70020
PMID40866327
OpenAlexW4413768493
LanguageEN
Citations received2
References cited83

This study examined the longitudinal relationship between family socioeconomic status (family SES) and students' academic achievement through learning anxiety‐learning engagement profiles and the moderating role of negative parenting styles. Using longitudinal data from 425 Chinese primary students (200 boys, M age = 9.73 ± 0.86 years old) across three seasons (winter, spring and summer) with three‐month intervals, latent profile analysis identified three learning anxiety‐learning engagement profiles: “High Anxiety‐Low Engagement”, “High Anxiety‐Moderate Engagement” and “Low Anxiety‐High Engagement”. Mediation analysis revealed that, compared to the “Low Anxiety‐High Engagement” group, the “High Anxiety‐Moderate Engagement” group significantly mediated the relationship between family SES and academic achievement. Additionally, negative parenting styles moderated the association between family SES and learning anxiety‐learning engagement profiles. These findings support both the family stress and investment models, suggesting that interventions should be tailored to families with differing SES levels

Academic achievement · Anxiety · Developmental psychology · Longitudinal study · Parenting styles · Socioeconomic status · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies · Psychology · Psychosocial Factors Impacting Youth · Social Psychology

Tools

Open DOI