How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement
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 pla...
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MDPI AG
2025-06-01
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| author | Junfeng Wei Wenhao Gu He Xiao Yangang Nie |
| author_facet | Junfeng Wei Wenhao Gu He Xiao Yangang Nie |
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| description | 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. |
| format | Article |
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| institution | Kabale University |
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| language | English |
| publishDate | 2025-06-01 |
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| spelling | doaj-art-6b7cdf70ccc44d6da623964efc2170ed2025-08-20T03:58:27ZengMDPI AGBehavioral Sciences2076-328X2025-06-0115789010.3390/bs15070890How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional EngagementJunfeng Wei0Wenhao Gu1He Xiao2Yangang Nie3Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, ChinaResearch Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, ChinaResearch Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, ChinaResearch Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, ChinaAcademic 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.https://www.mdpi.com/2076-328X/15/7/890parenting styleemotional resilienceacademic procrastinationschool emotional engagementchildren |
| spellingShingle | Junfeng Wei Wenhao Gu He Xiao Yangang Nie How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement Behavioral Sciences parenting style emotional resilience academic procrastination school emotional engagement children |
| title | How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement |
| title_full | How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement |
| title_fullStr | How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement |
| title_full_unstemmed | How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement |
| title_short | How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement |
| title_sort | how perceived positive parenting style protects against academic procrastination in children the mediating roles of emotional resilience and school emotional engagement |
| topic | parenting style emotional resilience academic procrastination school emotional engagement children |
| url | https://www.mdpi.com/2076-328X/15/7/890 |
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