To explore the relationship between family care and academic stress among junior high school students and its mediating mechanisms, a survey was conducted on 337 students from a junior high school in Hengzhou City using the Family Care Scale, Psychological Richness Scale, and Academic Stress Scale. Correlation analysis revealed a significant negative relationship between family care and academic stress. Mediating effect tests indicated that psychological richness partially mediated the relationship between family care and academic stress. Findings suggest that enhancing family care not only directly alleviates academic stress among junior high students but also indirectly reduces stress by promoting psychological richness development. This provides reference for schools and families to collaboratively implement academic emotional support.
Xiaoyu Lin (Thu,) studied this question.