Abstract: The stage of primary school is an important period for the development of students' academic self-efficacy. Previous studies of academic self-efficacy were mostly conducted from the perspective of its function and role, and the empirical research on the formation mechanism of academic self-efficacy was few. According to Bandura's self-efficacy theory, the effect factors of self-efficacy include individual success or failure experiences, individual emotion and physiological state. Among them, academic performance is the most direct factor affecting academic self-efficacy , and academic stress as a negative emotional experience will have a negative impact on academic self-efficacy. And, as a self-concept closely related to self-efficacy, self-esteem can also affect academic self-efficacy. In addition, there are gender differences in academic stress and self-esteem in primary school students. Therefore, the purpose of this study is to explore the impact of academic performance on academic self-efficacy in primary school students, as well as the chain mediating effect of academic stress and self-esteem, the moderating effect of gender. This study recruited 404 students (203 boys and 201 girls) from grade 4 to 6 in a primary school. The students' age were from 9 to 12 years, and average age was 10.14 (standard deviation was 1.32 years). All students filled out academic stress questionnaire, academic self-efficacy questionnaire and Rosenbers' self-esteem scale in a quiet classroom. We collected the academic performance of students from the nearest final examinations (Chinese, Math and English). SPSS 20.0 software and Amos 26.0 software were used for Common method biases analysis, correlation analysis, bootstrap mediating effect analysis and multiple group analysis. The results implicated that: (1) Primary school students' academic performance can positively predict academic self-efficacy. In other words, more academic performance of students can cultivate a higher level of academic self-efficacy. Thus, in primary school, we should help students to gain positive experience with high academic performance, which will effectively improve their academic self-efficacy. (2) In the relationship between academic performance and academic self-efficacy, academic stress and self-esteem played a role of chain mediated effect. Specifically, there were a negative mediated effect of academic stress, a positive mediated effect of self-esteem, and a chain mediated effect of self-esteem and academic stress. (3) There were gender differences in the chain mediating effect. In the girls group, there were a partial mediating effect and three mediating paths (the separate mediating effect of academic stress, the separate mediating effect of self-esteem and the chain mediating effect of academic stress and self-esteem); in the boys group, there were a complete mediating effect and two mediating paths (the separate mediating effect of self-esteem and the chain mediating effect of academic stress and self-esteem). This result suggested that we should pay attention to gender differences in the process of improving students' academic self-efficacy.

Key words: Primary School Students, Academic Self-efficacy, Academic Performance, Academic Stress, Self-esteem, Gender Differences

摘要： 为探究小学生学习压力和自尊在学业成绩与学业自我效能感之间的中介作用及性别差异，收集小学生学习压力问卷、自尊量表、学业自我效能感问卷和学业成绩的数据。结果发现：(1)小学生学业成绩能够正向预测学业自我效能感。(2)学习压力和自尊在学业成绩与学业自我效能感之间起到链式中介作用。(3)链式中介作用存在性别差异，女生群体呈现部分中介作用，存在三条中介路径：学习压力的单独中介路径、自尊的单独中介路径和学习压力与自尊的链式中介路径；男生群体呈现完全中介作用，只有两条中介路径：自尊的单独中介路径和学习压力与自尊的链式中介路径。

关键词: 小学生, 学业自我效能感, 学业成绩, 学习压力, 自尊, 性别