Associations between overprotective parenting style and academic anxiety among Chinese high school students

BACKGROUND: Increasing attention has been paid to the effect of overprotective parenting style, which is prevalent in China, on academic anxiety among high school students. The present study aims to clarify the intrinsic dynamic mechanism and explore gender heterogeneity in this relationship. We also analyze the mediating roles of self-concept and positive coping style, and identify intervention programs for academic anxiety and psychological disorders from these dynamic connections. METHODS: Data were analyzed using a stratified whole-cluster random sampling method from a sample of 2,286 high school students aged 14-19 years in three regions of China: Shanxi (n = 784), Hebei (n = 675), and Henan (n = 827). Pearson correlation, ordinary least squares (OLS) regression analysis, path analysis, and Fisher's permutation test (FPT) were used to examine the effects of overprotective parenting style on high school students' academic anxiety. RESULTS: There was a significant positive predictive effect between overprotective parenting style and high school students' academic anxiety ( β = 0.848, t = 144.855, p < 0.001). Students' self-concept was significantly and positively correlated with positive coping style ( β = 0.418, t = 20.720, p < 0.001) and served as mediators in this relationship. Additionally, overprotective parenting style may indirectly alleviate academic anxiety through these mediating factors. Gender variations were also revealed: female students (0.338) showed more negative effects of an overprotective parenting style on academic anxiety compared to male students (0.269). CONCLUSION: The findings of this study indicate that overprotective parenting style increases the risk of academic anxiety among Chinese high school students. However, this effect is partially mediated by students' self-concept and positive coping style. Therefore, schools and educational policymakers should consider the interrelationships and interactions when designing intervention strategies for adolescents' academic anxiety and psychological disorders. The objective is to effectively decrease the occurrence of adverse behavioral outcomes among adolescents.