Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (4): 467-477.doi: 10.16187/j.cnki.issn1001-4918.2019.04.10

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The Effect of Parent-child Discrepancies in Educational Expectations on Affective Well-being in Primary School Children: The Mediating Roles of Academic Achievement and Academic Self-efficacy

GUO Xiaolin1, HE Surina1, QIN Huan1, LIU Chunhui1, LUO Liang1,2   

  1. 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875;
    2. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2019-08-28

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Abstract: The present study investigated 891 4th to 6th grade primary school children from Hebei province to examine the effect of parent-child discrepancies in educational expectations on children's affective well-being. The results found that:(1) the discrepancies between children's perceptions of parental educational expectations and their own educational expectations had an impact on children's affective well-being. Children experienced lower positive affect and higher negative affect when their perceptions of parental educational expectations were higher than their own educational expectations, compared with the identical group. (2) academic achievement and academic self-efficacy played partial mediating role on the relationship between "perceived parental expectations > child's own expectations" and positive affect, and also played full mediating role on the relationship between "perceived parental expectations > child's own expectations" and negative affect. Specifically, "perceived parental expectations > child's own expectations" not only directly influenced children's positive affect, but also indirectly influenced children's positive affect through the serial mediating role of academic achievement and academic self-efficacy, as well as the independent mediating role of academic self-efficacy. Furthermore, "perceived parental expectations>child's own expectations" indirectly influenced children's negative affect through the serial mediating role of academic achievement and academic self-efficacy, the independent mediating role of academic self-efficacy, as well as the independent mediating role of academic achievement.

Key words: parent-child discrepancies in educational expectations, affective well-being, academic achievement, academic self-efficacy, primary school children

CLC Number: 

  • B844
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