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Abstract
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BACKGROUND: Chinese parents and students, especially senior high school students, attach great importance to academic performance. Some studies have confirmed that childhood neglect is related to academic performance. However, the internal mechanism is relatively underexplored.
OBJECTIVE: Guided by life course theory and bioecological theory, this study examined the relationship between childhood neglect and academic performance using a serial mediation model that included belief in a just world (PBJW) and academic resilience as hypothesized mediators.
METHODS: A sample of 614 tenth grade students (297 males and 307 females, and 10 who did not report their sex; M(age) = 15.75 years old, SD = 0.71 years old) completed questionnaires regarding demographics, childhood neglect, PBJW, academic resilience, and academic performance.
RESULTS: After demographic covariates were controlled for, the results revealed that: (a) childhood neglect was negatively associated with academic performance; (b) PBJW and academic resilience mediated the link between childhood neglect and academic performance in a parallel fashion; and (c) PBJW and academic resilience also mediated the link between childhood neglect and academic performance in a sequential fashion.
CONCLUSIONS: Childhood neglect is negatively related to adolescent academic performance, and the relation is mediated by PBJW and academic resilience both parallelly and sequentially.
Language: en |