Parent–Child Relationships and Academic Performance of College Students: Chain-Mediating Roles of Gratitude and Psychological Capital

Abstract

This study used the Social Cognitive Theory and Broaden-and-Build Theory to propose and validate a chain mediation model. In total, 417 Chinese college students were studied to explore the effects of parent–child relationships on their academic performance. In addition, we investigated the chain-mediating roles of gratitude and psychological capital. The results showed that (1) the parent–child relationship significantly and positively affected the academic performance of college students; (2) gratitude partially mediated the parent–child relationship and the academic performance of college students; (3) psychological capital partially mediated the parent-child relationship and the academic performance of college students; and (4) gratitude and psychological capital exerted a chain-mediating effect between parent–child relationships and the academic performance of college students. Based on the results of the study, we conclude that the parent–child relationship not only directly affects the academic performance of college students but also indirectly affects it through the chain mediation of gratitude and psychological capital. Moreover, we proposed reasonable suggestions on how colleges and universities can guide students to deal with parent-child relationships, strengthen gratitude education, and improve psychological capital.

Relationships Between College Students’ Belief in a Just World and Their Learning Satisfaction: The Chain Mediating Effects of Gratitude and Engagement

“…The results of this study not only support the above theory, but also are similar to previous studies in which gratitude positively predicts life satisfaction and academic performance. 22 , 41 , 70 Therefore, gratitude shows a mediating effect on the influence of belief in a just world on college students’ learning satisfaction: it is not only influenced by BJW, but also significantly predicts college students’ learning satisfaction.…”

Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review

“…Both flow and self-handicapping behaviors demonstrated a parallel mediation between academic PsyCap and CGPA 36 7 Lisnyj (2022) 46 Canada Examining the influence of human and psychological capital variables on post-secondary students’ academic stress To examine the influence of human and PsyCap variables on the reporting of stress affecting Canadian post-secondary students’ academic performances 58 Canadian post-secondary institutions from 55,284 respondents PsyCap (IV): NCHA-II surveys academic stress (DV): The NCHA-II survey question Results indicated that all human capital and PsyCap variables included in our study were statistically significant 36 8 Poots (2020) 11 United Kingdom Academic expectation, self-compassion, psychological capital, social support, and student wellbeing To explore the relationship between academic stress and wellbeing 258 university students (50 males and 208 females), aged 18–39 years old Academic Stress (IV): The Academic Expectation Stress Inventory (AESI) (Ang & Huan, 2006) Self-compassion (MED): Self-Compassion Scale- Short Form PsyCap (MED): Brief Resilience Scale (BRS) Hope Scale; The Revised Life Orientation Test; General Self-Efficacy scale (GSE) Social Support (MED): Multidimensional Scale of Perceived Social Support Student Well-being (DV) Results indicated that self-compassion, PsyCap, and social support mediate the relationship between academic stress and well-being. 34 9 Li (2022) 47 China Parent-Child Relationships and Academic Performance of College Students: Chain-Mediating Roles of Gratitude and Psychological Capital To explore the effects of parent–child relationships on their academic performance. In addition, we investigated the chain-mediating roles of gratitude and PsyCap 417 Chinese college students Parent-Child Relationship (IV): the questionnaire of college students’ parent-child interaction to measure their parent-child relationships (Wang et al, 2017) Gratitude (MED): The Adolescent Gratitude Scale (AGS) (He et al, 2012) PsyCap (MED): PsyCap scale (Wang et al, 2011) Academic Performance (DV): College Students’ Academic Performance Scale (Wang et al, 2011) Results indicated that the parent–child relationship not only directly affects the academic performance of college students but also indirectly affects it through the chain mediation of gratitude and PsyCap 35 10 …”

The Influence of Technostress on Cyberslacking of College Students in Technology-Enhanced Learning: Mediating Effects of Deficient Self-Control and Burnout

“…The confirmatory factor analysis fit indexes of the single-factor model and the multi-factor model are presented in Table 1 . The chi-square value of the multi-factor model ( χ 2 = 211.769) was significantly lower than the single-factor model ( χ 2 = 636.774), suggesting that the two models were significantly different (∆ χ 2 = 425.004, ∆ df = 16, p < 0.001), and indicating that there were no severe CMV problems [ 52 ].…”