The Relationship Between Parental Co-Parenting and Academic Underachievement in Primary School Students—A Moderated Mediation Model

本研究调查了507名4~6年级小学生，旨在探究父母协同教养与小学生学业不良的关系，并检验父母教养投入的中介作用。研究结果显示：父母协同教养与小学生学业不良之间显著负相关；父母协同教养与父母教养投入之间具有显著正相关；母亲教养投入在父母协同教养和小学生学业不良之间存在部分中介作用；父亲教养投入在父亲协同教养、母亲教养投入和小学生学业不良中具有调节作用。本研究揭示了父母协同教养与小学生学业不良之间的内在心理机制，为父母开展针对性的家庭教育提供理论支持和实践指导。This study investigated 507 primary school students in grades 4~6 to explore the relationship between parental co-parenting and academic underachievement, as well as to examine the mediating role of parental involvement in parenting. The results revealed that there was a significant negative correlation between parental co-parenting and academic underachievement. Parental co-parenting was significantly positively correlated with parental involvement in parenting. Mothers’ parenting involvement partially mediated the relationship between parental co-parenting and academic underachievement. Fathers’ parenting involvement moderated the relationships between paternal co-parenting, maternal parenting involvement, and academic underachievement. This study elucidates the intrinsic psychological mechanisms linking parental co-parenting and academic underachievement in primary school students, providing theoretical support and practical guidance for parents to implement targeted family education.