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September 5, 2025British Journal of Psychology

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

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Authors

TZT. ZhangZhongshan People's HospitalWSWei ShaoZhejiang Chinese Medical UniversityJZJingyi ZhangChina Pharmaceutical University

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Overview

Longitudinal analysis reveals how learning anxiety-learning engagement and negative parenting impact students' achievement.

Key Points

  • High Anxiety-Moderate Engagement significantly mediated the link between family socioeconomic status and academic achievement, indicating a complex interaction.
  • Data from 425 Chinese primary students showed that negative parenting styles moderated the relationship between family socioeconomic status and learning profiles.
  • Latent profile analysis identified three distinct learning anxiety-learning engagement profiles, demonstrating diverse student experiences.
  • These findings support family stress and investment models, emphasizing the need for tailored interventions based on socioeconomic status.

Cite This Study

Zhang et al. (2025) studied this question.

synapsesocial.com/papers/68bb3d4e2b87ece8dc955d02https://doi.org/10.1111/bjop.70020
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