Abstract: The mental health of students is an important issue in today’s society. Compared with elementary and middle school students, high school students have more complex and intense emotional experience. Heavy study tasks, intense peer competition, and parents' high expectations put high school students under great pressure. High school students have a high sense of alienation from society, environment and interpersonal relationships, and experience more negative emotions such as helplessness, loneliness, depression and anxiety that are not conductive to their healthy growth. According to Bronfenbrenner's ecosystem theory, family is an important micro-environment in teenagers’ life. Warm and democratic family environments help promote students’ mental health. Parental involvement plays an important role in shaping adolescents’ personality and emotional development. Thus, in the present study, our primary purpose was to examine the influence and potential mechanism of parents’ academic involvement on high school students’ negative emotions. In this study, participants were 1569 students in grade 10 and grade 11 (634 boys; Mage = 15.36 and 16.35 years, respectively) from three public and regular high school that located in Shanghai, China. Data were collected using student-reports of parents’ academic involvement, psychological control, quality of parent-child relationship, and negative emotions. Every participated student had an account and password to log into online assessment system and completed a series of measures. The statistical analyses in this study consisted of two steps. First, we conducted a preliminary analysis calculating descriptive statistics (means, SDs and correlations) for all study variables. Second, we examine the moderated mediation model between parental academic involvement and students’ negative emotions after controlling for gender and grade using Mplus 7.4. The results showed that: (1) parental academic involvement was positively associated with psychological control and quality of parent-child relationship, and negatively associated with students’ negative emotions; (2) quality of parent-child relationship had a mediating effect between parental academic involvement and negative emotions. The indirect effect of parental academic involvement on negative emotions through increasing quality of parent-child relationship is -.09 (95% CI [-.12, -.07], SE = .01, t = -.653, p < .001); (3) parental psychological control moderated the relation between parental academic involvement and quality of parent-child relationship. Parental academic involvement was both significantly associated with quality of parent-child relationship for students with high and low parental psychological control (B ＝ .47，B ＝ .39，ps < .001); (4) the relation between parental academic involvement and negative emotions was moderated by parental psychological control. Parental academic involvement was negatively associated with negative emotions for children with low parental psychological control (B ＝ -.13，p < .001), but not significant for children with high parental psychological control (B ＝ -.04，p > .05). This study contributes to deepen the understanding of the mediated moderating effects of parents’ academic involvement and students’ negative emotions among Chinese high school students. The present findings underscored the importance of parental academic involvement in decreasing students’ negative emotions through heightened quality of parent-child relationship, and also have implications for parents and educators to decrease parental psychological control during parents’ involvement in high school students’ learning. We suggest that parents should pay more positive attention to high school students, show more interest in their academic life, and communicate with them more friendly and listen to their ideas, which will help reduce students’ bad mood and improve their mental health.

Key words: parental involvement, negative emotions, psychological control, parent-child relationship, high school students

摘要： 目的：本研究旨在探究父母学业参与和学生消极情绪的关系及作用机制。方法：本研究对1569名上海高中生进行问卷调查，学生填写学业参与量表、心理控制量表、亲子关系量表和消极情绪评估量表。结果：（1）父母学业参与和学生的消极情绪负相关；（2）父母学业参与可通过提高亲子关系质量从而减少学生的消极情绪；（3）父母心理控制调节父母学业参与和亲子关系质量、父母学业参与和消极情绪之间的关系。结论：父母积极参与子女学业并减少对子女的心理控制，将更有利于形成良好的亲子关系和减少消极情绪。

关键词: 父母参与, 消极情绪, 心理控制, 亲子关系, 高中生