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<p>The relationship between parental involvement and academic achievement is well documented. Research has identified that increasing parental involvement is an effective way to bridge the achievement gap for families with low socioeconomic status, but the mechanisms involved remain unclear. This study investigated parallel and serial mediating roles of hope, resilience, and academic self-concept in the association between perceived parental involvement and academic achievement among Chinese rural adolescents. A cross-sectional survey was utilized to obtain data through a self-administered questionnaire. The participants were 484 junior high school students from rural areas in H province, China. Data analysis was conducted in AMOS, using structural equation modeling to assess both the measurement model and the proposed sequential mediation model. The results revealed that perceived parental involvement was positively related to academic achievement. In addition, the results suggested that hope and resilience with academic self-concept serially mediated the positive relationship between perceived parental involvement and academic achievement. The findings of this study elucidate the literature by offering a deeper understanding of the relationship between parental involvement and academic achievement, which provides feasible family strategies to enhance rural education. Implications for family-based support are discussed, linking to positive psychological resources and academic self-concept, especially among rural adolescents facing systemic challenges.</p>

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Mechanisms linking parental involvement and academic achievement among rural Chinese adolescents: a parallel-serial mediation model

  • 期刊论文

  • 发表日期：

    2025年9月5日

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  • Xiaoxia Gu,
  • Zhixia Wei,
  • Cuiyun Wang,
  • Liu Yang,
  • Norlizah Che Hassan,
  • Jingyi Dong

摘要

The relationship between parental involvement and academic achievement is well documented. Research has identified that increasing parental involvement is an effective way to bridge the achievement gap for families with low socioeconomic status, but the mechanisms involved remain unclear. This study investigated parallel and serial mediating roles of hope, resilience, and academic self-concept in the association between perceived parental involvement and academic achievement among Chinese rural adolescents. A cross-sectional survey was utilized to obtain data through a self-administered questionnaire. The participants were 484 junior high school students from rural areas in H province, China. Data analysis was conducted in AMOS, using structural equation modeling to assess both the measurement model and the proposed sequential mediation model. The results revealed that perceived parental involvement was positively related to academic achievement. In addition, the results suggested that hope and resilience with academic self-concept serially mediated the positive relationship between perceived parental involvement and academic achievement. The findings of this study elucidate the literature by offering a deeper understanding of the relationship between parental involvement and academic achievement, which provides feasible family strategies to enhance rural education. Implications for family-based support are discussed, linking to positive psychological resources and academic self-concept, especially among rural adolescents facing systemic challenges.