Family Care Shapes College Students’ Self-Concept: Emotions as Mediators

Background: The family plays a vital role in adolescents’ development, shaping their self-concept, which in turn affects their social adaptation, academic achievement, and overall well-being. This study examines the impact of family care on college students’ self-concept and explores how emotions mediate this relationship. Methods: A cluster random sampling survey was conducted among 1058 college students from three universities. This questionnaire included the general sociodemographic characteristics of college students, as well as the Wallace Self-Concept Scale (WSCS), the Family Adaptation, Partnership, Growth, Affection, and Resolve (APGAR) Index, and the Positive Affect and Negative Affect Scale (PANAS). Data analysis was performed using SPSS 26.0. Results: Family care, emotions, and self-concept varied based on gender, only-child status, and residence. Boys showed higher levels of positive emotion and self-concept than girls. Only children experienced more positive emotion and received more family care than non-only children, while urban residents reported more family care than rural residents. Family care was positively correlated with self-concept and positive emotion (r = 0.086, 0.078; p < 0.01) and negatively correlated with negative emotion (r = –0.065, p < 0.001). Positive emotion fully mediated the relationship between family care and self-concept (β = 0.795, p < 0.001); negative emotion partially mediated this relationship (β = –0.551, p < 0.001). Conclusions: This study shows a strong link between family care and college students’ self-concept, with emotions playing a mediating role in this connection. The findings offer both theoretical insights and practical suggestions for supporting mental health and personal growth. It recommends strengthening cooperation between home and school and increasing family support to encourage positive emotions and enhance self-concept among college students.