The longitudinal relationship between family socioeconomic status and students' academic achievement: The mediating roles of learning anxiety-learning engagement profiles and the moderating role of negative parenting styles.

This study examined the longitudinal relationship between family socioeconomic status (family SES) and students' academic achievement through learning anxiety-learning engagement profiles and the moderating role of negative parenting styles. Using longitudinal data from 425 Chinese primary students (200 boys, M_age = 9.73 ± 0.86 years old) across three seasons (winter, spring and summer) with three-month intervals, latent profile analysis identified three learning anxiety-learning engagement profiles: "High Anxiety-Low Engagement", "High Anxiety-Moderate Engagement" and "Low Anxiety-High Engagement". Mediation analysis revealed that, compared to the "Low Anxiety-High Engagement" group, the "High Anxiety-Moderate Engagement" group significantly mediated the relationship between family SES and academic achievement. Additionally, negative parenting styles moderated the association between family SES and learning anxiety-learning engagement profiles. These findings support both the family stress and investment models, suggesting that interventions should be tailored to families with differing SES levels.