The relationship between perceived intensive parenting and college students' academic achievement: the mediating roles of academic self-management and goal orientation

Abstract

In recent years, increasing parental involvement in children's education has attracted growing attention, particularly regarding how intensive parenting practices influence students' academic development and psychological characteristics. This study is grounded in social ecological systems theory and aims to explore the relationship between college students' perceived intensive parenting and their academic achievement, as well as to further examine whether perceived intensive parenting is associated with academic achievement through academic self-management and goal orientation. The study collected data through a questionnaire survey and conducted empirical analysis using a sample of 569 Chinese university students. The research results indicate that college students' perception of intensive parenting by their parents is associated with academic achievement, and this association is indirectly mediated by students' academic self-management abilities and goal orientation levels. This study provides new empirical evidence for understanding the relationship between parenting styles and the academic development of college students. It also offers valuable references for family education practices and university student management, helping educators, families, and related research fields to gain a more comprehensive understanding of the growth and development process of college students.