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<p>Although adolescents’ social mobility beliefs are thought to be strongly associated with academic achievement, the impact of parental social mobility beliefs on adolescents has not been considered in previous research. The relationship between parents’ and adolescents’ social mobility beliefs, as well as their associations with adolescents’ academic achievement, has not been empirically examined, and the underlying mechanisms remain unclear. This study examined a sample of Chinese families in a three-wave longitudinal design with six-month intervals between waves. A total of 761 eighth graders (<i>M</i><sub><i>age</i></sub> = 14.17 years, 423 boys) and their fathers (<i>M</i><sub><i>age</i></sub> = 43.26 years) and mothers (<i>M</i><sub><i>age</i></sub> = 41.92 years) completed the measurements. Academic achievement data were obtained from school records at the end of each term. The results of the exploratory analysis showed that: (a) Fathers’ social mobility beliefs significantly predicted adolescents’ social mobility beliefs, but not vice versa; adolescents’ social mobility beliefs significantly predicted mothers’ social mobility beliefs, while only mothers’ social mobility beliefs at T2 predicted adolescents’ social mobility beliefs at T3. (b) The social mobility beliefs of fathers, mothers, and adolescents did not predict adolescents’ academic achievement through fathers’ and mothers’ involvement, and vice versa. (c) Fathers’ and mothers’ social mobility beliefs did not predict adolescents’ academic achievement through adolescents’ learning engagement, and vice versa; adolescents’ social mobility beliefs predicted adolescents’ academic achievement through the mediating role of learning engagement, and vice versa. (d) Fathers’ and adolescents’ social mobility beliefs did not predict academic achievement through father involvement and adolescent learning engagement, and vice versa; mothers’ social mobility beliefs indirectly predicted academic achievement through mother involvement and adolescent learning engagement, but not vice versa. These results provide preliminary evidence that both parents’ and adolescents’ social mobility beliefs affect parental involvement and adolescent learning engagement. They also suggest that parents should positively guide their children’s perceptions of social mobility, avoiding pessimistic social mobility beliefs, in order to promote adolescents’ academic achievement.</p>

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The reciprocal relations between parents’ social mobility beliefs, adolescents’ social mobility beliefs, and academic achievement and their underlying mechanisms

  • 期刊论文

  • 发表日期：

    2025年10月31日

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  • Li’an Wang,
  • Xiaoli Yang

摘要

Although adolescents’ social mobility beliefs are thought to be strongly associated with academic achievement, the impact of parental social mobility beliefs on adolescents has not been considered in previous research. The relationship between parents’ and adolescents’ social mobility beliefs, as well as their associations with adolescents’ academic achievement, has not been empirically examined, and the underlying mechanisms remain unclear. This study examined a sample of Chinese families in a three-wave longitudinal design with six-month intervals between waves. A total of 761 eighth graders (Mage = 14.17 years, 423 boys) and their fathers (Mage = 43.26 years) and mothers (Mage = 41.92 years) completed the measurements. Academic achievement data were obtained from school records at the end of each term. The results of the exploratory analysis showed that: (a) Fathers’ social mobility beliefs significantly predicted adolescents’ social mobility beliefs, but not vice versa; adolescents’ social mobility beliefs significantly predicted mothers’ social mobility beliefs, while only mothers’ social mobility beliefs at T2 predicted adolescents’ social mobility beliefs at T3. (b) The social mobility beliefs of fathers, mothers, and adolescents did not predict adolescents’ academic achievement through fathers’ and mothers’ involvement, and vice versa. (c) Fathers’ and mothers’ social mobility beliefs did not predict adolescents’ academic achievement through adolescents’ learning engagement, and vice versa; adolescents’ social mobility beliefs predicted adolescents’ academic achievement through the mediating role of learning engagement, and vice versa. (d) Fathers’ and adolescents’ social mobility beliefs did not predict academic achievement through father involvement and adolescent learning engagement, and vice versa; mothers’ social mobility beliefs indirectly predicted academic achievement through mother involvement and adolescent learning engagement, but not vice versa. These results provide preliminary evidence that both parents’ and adolescents’ social mobility beliefs affect parental involvement and adolescent learning engagement. They also suggest that parents should positively guide their children’s perceptions of social mobility, avoiding pessimistic social mobility beliefs, in order to promote adolescents’ academic achievement.