The Paradox of Parental Workaholism: How Incongruence Promotes Student Engagement and Congruence Reduces Student Engagement

This study aims to explore why and how parental workaholism can induce students’ learning engagement, focusing on the family systems of parents and students. Drawing on conservation of resources theory and social learning theory-modelling effect, we investigate the (in)congruence effect of fathers’ and mothers’ workaholism on students’ learning engagement. Using a sample of 475 students and their parents from 11 high schools in China, data were collected at three-time points. This study used structural equation modelling, polynomial regression analysis, and response surface methodology for data analysis. As anticipated, student psychological availability and subsequent learning engagement were enhanced when parents exhibited greater divergence in workaholism levels but suffered when both parents’ workaholism were more aligned. This study highlights the potential adverse effects of dual-parent workaholism and expands the theoretical insights into family influences on student engagement. Implications for practice and future research are discussed.