The Influence of Perceived Parental Involvement on Academic Procrastination among Chinese Primary School Students: The Mediating Role of Negative Academic Emotions

HRMARS - Perceived parental involvement plays a crucial role in shaping students’ academic procrastination; however, the underlying mechanisms of this influence remain insufficiently understood. To address this gap, the present study investigated the relationship between perceived parental involvement and academic procrastination among primary school students in Shanxi Province, with a specific focus on the mediating role of negative academic emotions. A self-report questionnaire on perceived parental involvement, negative academic emotions, and academic procrastination was completed by 560 fourth- to sixth-grade students from Shanxi Province. Data were analysed through structural equation modelling technique by using Smart PLS 4.0 software. The results indicated that there was a negative relationship between perceived parental involvement and academic procrastination among Chinese primary school students. Further analyses confirmed the mediating role of negative academic emotions in the relationship between perceived parental involvement and academic procrastination. The findings of this study highlight the crucial role of both perceived parental involvement and academic emotions in shaping students’ procrastination behaviours, underscoring the importance of supportive parental involvement and emotional well-being for reducing academic procrastination and promoting more effective learning behaviors among primary school students.