Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic

Abstract

Objective This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic. Methods This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables. Results We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance. Conclusion The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

Association of early parent–child separation with depression, social and academic performance in adolescence and early adulthood: a prospective cohort study

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Evaluation of Depression and Its Correlates in Terms of Demographics, Eating Habits, and Exercises Among University Students: A Multicenter Cross-Sectional Analysis

“…[2][3][4] Notably, depression is one of the predisposing factors of suicide in university students. 5 Depression not only impacts the individual but also has significant consequences for their families and society at large, leading to reduced academic performance, 6 social dysfunction, and increased risk of suicide. 5 Identifying the risk factors for depression is of great importance, as it allows for the development of targeted prevention strategies.…”

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model

“… 13 , 14 Meanwhile, perceived parental acceptance-rejection influences adolescents’ anxiety and aggressive behavior. 15 Parental psychological control, parental involvement, and family education also directly affect adolescents’ social adjustment, academic performance or social development, 8 , 10 , 16 , 17 suggesting that processual family factors dynamically influence adolescents’ behavioral development and that parental influence on children’s socialization continues from infancy through adulthood.…”