ArticleBehavioral sciences (Basel, Switzerland)2025
How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationship.The British journal of educational psychology · 2026Article
- Parenting Across European Cultures: Parental Practices and Adolescent Adjustment in Germany and Spain.Behavioral sciences (Basel, Switzerland) · 2026Article
- Academic procrastination and academic engagement among dentistry students at a Peruvian university: a cross-sectional study.Frontiers in psychology · 2026Article
- How parenting styles shape adolescents' test anxiety: the mediating role of academic grit.Frontiers in psychology · 2026Article
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4 authors.
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Abstract
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.
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