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This study used PLS-SEM to explore how parents’ educational beliefs, parental involvement, and minors’ learning behaviors jointly impact minors’ academic performance. Based on the data from the China Family Panel Studies (CFPS) in 2020, we analyzed 3631 samples. The research results show that parents’ educational beliefs do not have a significant direct impact on minors’ academic performance, but their indirect impact through parental involvement and minors’ learning behaviors significantly and positively influences minors’ academic performance. Specifically, parents’ educational beliefs positively influence parental involvement and minors’ learning behaviors, further promoting minors’ academic achievement. This study enriches the theoretical framework of the impact of family education on minors’ academic achievement.

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Exploring the Mediating Role of Learning Behavior and Parental Participation in Minors Based on PLS-SEM Model

  • 会议论文

  • 发表日期：

    2025年

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  • Jing Zuo,
  • Yujie Huang,
  • Yanxin Ye

摘要

This study used PLS-SEM to explore how parents’ educational beliefs, parental involvement, and minors’ learning behaviors jointly impact minors’ academic performance. Based on the data from the China Family Panel Studies (CFPS) in 2020, we analyzed 3631 samples. The research results show that parents’ educational beliefs do not have a significant direct impact on minors’ academic performance, but their indirect impact through parental involvement and minors’ learning behaviors significantly and positively influences minors’ academic performance. Specifically, parents’ educational beliefs positively influence parental involvement and minors’ learning behaviors, further promoting minors’ academic achievement. This study enriches the theoretical framework of the impact of family education on minors’ academic achievement.