My Parents Are There: A Look Into the Impacts of Parental Support on Psychological Well‐Being, Academic Resilience and Language Learning Progress at Lower Intermediate Level

ABSTRACT This study examines the multifaceted impacts of parental support on psychological well‐being, academic resilience and language learning progress among lower‐intermediate‐level learners in China. Employing a parallel mixed‐methods design, the research integrates quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. A purposive sampling strategy was utilised to select 30 learners aged 13–15 from a secondary school in China, divided into two groups: 15 learners receiving consistent parental support and 15 learners lacking such support due to their parents' limited literacy levels. Data were collected through document analysis, classroom observations and language learning progress tests. Thematic analysis was applied to qualitative data, while statistical tests, including independent samples t ‐tests, were conducted to analyse quantitative data. The findings indicate that learners with parental support exhibited significantly higher levels of psychological well‐being, greater academic resilience and more substantial language learning progress compared to their counterparts without such support. These results underscore the critical role of parental involvement in fostering holistic educational and emotional development. The study concludes with practical implications for teachers, policymakers and parents, emphasising the need for targeted interventions to support families with limited literacy and to promote inclusive educational practices.