Wei Junfeng, Gu Wenhao, Xiao He, Nie Yangang
Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China.
Center for Studies of Psychological Application, South China Normal University, Guangzhou 510635, China.
Behav Sci (Basel). 2025 Jun 30;15(7):890. doi: 10.3390/bs15070890.
Academic procrastination is a prevalent issue among children, often linked to poorer developmental outcomes. Prior research has uncovered cognitive, motivational, and dispositional antecedents of procrastination, yet its emotional correlates remain underexplored. Given the central role parenting plays in children's emotional development, examining the emotional pathways through which parenting influences academic procrastination may deepen the understanding of emotional processes underlying academic development. Grounded in the Broaden-and-Build Theory of Positive Emotions, the present study examined the extent to which emotional resilience and school emotional engagement mediate, both individually and sequentially, the relationship between perceived positive parenting styles and academic procrastination in children. Drawing on three waves of data, this study employed structural equation modeling to assess a chain mediation model. The sample comprised 728 primary school students (Mage = 9.84, SD = 0.77, 49.22% female, range = 8 to 12 years) from Guangzhou, China. Participants completed the assessment at three time points (i.e., November 2021, May 2022, May 2023). The results reveal that perceived positive parenting styles significantly predict lower levels of academic procrastination. Both emotional resilience and school emotional engagement independently mediate the relationship between positive parenting style and academic procrastination. Moreover, this relationship is sequentially mediated by emotional resilience and school emotional engagement. While the mediation effect sizes were relatively small, the study identifies the emotional mechanism through which the perceived positive parenting influences children's academic procrastination. The preliminary findings contribute to a richer understanding of the emotional underpinnings of academic procrastination and propose potential directions for future research and intervention.
学业拖延是儿童中普遍存在的问题，常常与较差的发展结果相关。先前的研究已经揭示了拖延的认知、动机和性格方面的前因，但对其情感关联的研究仍不充分。鉴于父母教养方式在儿童情感发展中所起的核心作用，探究父母教养方式影响学业拖延的情感路径，可能会加深我们对学业发展背后情感过程的理解。基于积极情绪的拓展与构建理论，本研究考察了情绪恢复力和学校情感投入在个体层面和顺序层面上，对儿童感知到的积极教养方式与学业拖延之间关系的中介作用程度。本研究利用三轮数据，采用结构方程模型来评估一个链式中介模型。样本包括来自中国广州的728名小学生（平均年龄 = 9.84岁，标准差 = 0.77，49.22%为女生，年龄范围 = 8至12岁）。参与者在三个时间点（即2021年11月、2022年5月、2023年5月）完成评估。结果显示，感知到的积极教养方式能显著预测较低水平的学业拖延。情绪恢复力和学校情感投入均独立中介了积极教养方式与学业拖延之间的关系。此外，这种关系由情绪恢复力和学校情感投入依次中介。虽然中介效应量相对较小，但该研究确定了感知到的积极教养方式影响儿童学业拖延的情感机制。这些初步研究结果有助于更深入地理解学业拖延的情感基础，并为未来的研究和干预提出潜在方向。
