Work

The impact of academic pressure on mathematical academic achievement in middle school students: A perspective based on mediation effects

Year: 2025

Type: article

Abstract: This study explores how academic pressure affects middle school students' mathematical academic achievement, focusing on the mediating roles of academic self-concept and academic engagement. A survey of 454 students from two schools in Yunnan province collected data on academic pressure, self-concept, engagement, and achievement. Mediation analysis was performed using Model 6 in the SPSS PROCESS macro. Results showed a significant negative correlation between academic pressure and mathematical academic achievement. Academic self-concept partially mediated this relationship, while a chain mediation effect involving both academic self-concept and engagement was also found. These findings suggest that reducing academic pressure, while strengthening students' academic self-concept and engagement, can improve mathematical academic achievement. The study provides empirical support for educational strategies aimed at enhancing students' academic performance in mathematics. • Excessive academic pressure reduces junior middle school students' math achievement. • Academic pressure can lessen its negative impact on math achievement through academic self-concept. • Academic self-concept improves engagement, which, together with academic engagement, helps reduce the negative impact of academic pressure on math achievement.

Source: Acta Psychologica

DOI: 10.1016/j.actpsy.2025.104938

Author: Likai Qian

Institutions: Guizhou Normal University, Qujing Normal University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,670