ArticleFrontiers in psychology2025
The impact of secondary school students' perceptions of parental academic involvement and academic stress on internalizing problem behaviors: the mediating roles of psychological resilience and materialism.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed.
- Longitudinal reciprocal associations between physical exercise and aggressive behavior in adolescents: a cross-lagged analysis.Frontiers in public health · 2026Article
- The effect of parental achievement pressure and self-regulated learning on school adjustment, mediated by self-esteem.Frontiers in psychology · 2026Article
- How parental educational anxiety fuels adolescent depression: the mediating chain of moral disengagement and negative coping, and the buffering role of psychological resilience.BMC psychology · 2025Article
- Academic stress in adolescents: findings from a school-based study in Belagavi district.Frontiers in public health · 2025Article
- Exploring the Relationship Between Perceived Social Support and Psychological Resilience Among Chinese Adolescents in Post-Pandemic Online Learning Contexts: The Mediating Role of Loneliness.Inquiry : a journal of medical care organization, provision and financingArticle
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Abstract
Introduction: This study aimed to examine how perceived parental academic involvement and stress influence internalizing problem behaviors (i.e., depression and anxiety symptoms) among secondary school students in international schools, focusing on the mediating roles of psychological resilience and materialistic values. Method: A cross-sectional survey was conducted among 412 secondary school students (Mage = 16.28 years; 50.2% female) from international schools in Mainland China. Participants completed validated questionnaires assessing perceived parental academic involvement and stress, psychological resilience (CD-RISC-10), materialism (MVS), depression (PHQ-9), and anxiety (GAD-7). Hayes' PROCESS macro 4.0 (Model 4) with bootstrapping (5,000 samples, 95% CI) was used to examine the parallel mediation effects. This population was selected due to the unique cultural and academic stressors faced by international school students, such as cross-cultural adjustment and elevated academic demands. Results and discussion: Perceived parental academic involvement negatively predicted internalizing problem behaviors, while perceived parental academic stress was positively associated with them. Psychological resilience and materialism both significantly mediated the relationship between parental academic stress and internalizing symptoms. However, only psychological resilience-not materialism-mediated the effect of parental academic involvement. Moreover, perceived parental involvement did not significantly predict adolescent materialism. The findings suggest that fostering psychological resilience and addressing materialistic values may help buffer the negative impact of academic stress on adolescents' mental health. While the results provide valuable insights into the emotional adjustment of international school students, caution is advised in generalizing the findings to other student populations.
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