Parental Educational Anxiety during Children’s Transition to Primary School in China

Abstract

Children’s transition from preschool to primary school has long been recognized as a particularly challenging period that can induce parental educational anxiety. As a true portraiture of Chinese parenting, educational anxiety during this transition has attracted considerable attention, given its detrimental effects on children’s development and education. This study was aimed at identifying the characteristics of parental educational anxiety and its influencing factors during children’s transition to primary school in China. We examined parental educational anxiety and parental educational experience through a questionnaire survey. The sample comprised 26,295 families with children in grade one distributed across nine cities in five provinces. The results indicate that (1) Chinese parents experience some degree of educational anxiety during their children’s transition to primary school and are more worried about their children’s learning and social adaptation processes than about how the curriculum is taught; (2) scores for parental educational anxiety varied significantly across different regions and urban/rural areas; (3) family socioeconomic status, parents’ educational concepts, preschools’ entrance preparation work, and primary school enrollment adaptation work are all important factors influencing parental educational anxiety during this transition. Our findings highlight the prevalence of parental educational anxiety in China and the need for effective measures to facilitate a smooth transition.

Perceived double reduction policy, perception of educational involution: Exploring the mediating role of parental educational anxiety and the moderating influence of gender—Insights from a survey conducted in a City in China

“…This anxiety often stems from parents' expectations for their children's future and their apprehensions about the unknown. Parents aspire for their children to excel academically, have smooth transitions to higher education, and secure stable careers in the future; they may worry about the academic pressures, school competition, exam results faced by their children, and their ability to adapt to social environments (Liu et al., 2022; Mei et al., 2023). These concerns depend not only on the efforts of the children themselves but also on the encouragement and support from parents.…”