The influence of parental educational expectations on primary school students’ social-emotional competence: the chain mediation effect of peer relationships and academic self-efficacy

TL;DR

This study explores how parents' educational expectations affect children's social-emotional skills through peer relationships and self-efficacy.

Contribution

It identifies a chain mediation mechanism linking parental expectations to children's social-emotional competence via peer relationships and academic self-efficacy.

Findings

Parental educational expectations directly predict 28% of the variance in social-emotional competence.

Peer relationships mediate 34% of the relationship between parental expectations and social-emotional competence.

The chain mediation of peer relationships and academic self-efficacy accounts for 13.9% of the influence.

Abstract

In the context of deepening educational reform and emphasizing comprehensive development, social-emotional competence is crucial to the growth of primary school students. Parental educational expectations are a core element of the family micro-system, but their influence mechanism has yet to be explored in depth. Based on the ecosystem theory, this study examines the influence of parental educational expectations on primary school students’ social-emotional competence, as well as the chain mediation effect of peer relationships and academic self-efficacy.

A questionnaire survey was conducted on 1,653 primary school students in grades 3–5 in Zhejiang Province using an adapted parental educational expectations questionnaire, a primary school students’ social-emotional competence questionnaire, a peer relationships questionnaire, and an academic self-efficacy questionnaire. AMOS 28.0 was used to construct and test a chain mediation effect model.

The analysis found that parental educational expectations could directly and positively predict primary school students’ social-emotional competence (β = 0.22, p = 0.001, accounting for 28.0%); peer relationships partially mediated the relationship between parental educational expectations and social-emotional competence (β = 0.26, p < 0.001, accounting for 34.0%); academic self-efficacy partially mediates the relationship between parental educational expectations and social-emotional competence (β = 0.19, p < 0.001, accounting for 24.1%); parental educational expectations indirectly affect social-emotional competence through the chain mediation effect of “peer relationships → academic self-efficacy” (β = 0.11, p < 0.001, accounting for 13.9%).

Parental educational expectations not only directly promote primary school students’ social-emotional competence, but also have an indirect influence through peer relationships, the independent mediating effect of academic self-efficacy, and the chain mediation effect of the two. This study reveals the mechanism of the synergistic effects of family, peers, and individual psychological resources, providing inspiration for educational practice.

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