1. Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; 2. Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China; 3 . Institute of Moral Education, Psychology, and Special Education, National Institute of Education Sciences, Beijing 100088, China
Abstract：Objective To explore the chain-mediated effect of academic self-efficacy and homework effort between pupils’ internalizing problems and academic performance. Methods A questionnaire survey was conducted on 750 pupils in grade 3 to 5 using the generalized anxiety disorder scale, center for epidemiologic studies depression scale, academic self-efficacy scale, and homework effort questionnaire. Results Pupils’ internalizing problems were significantly negatively correlated with academic self-efficacy, homework effort, and academic performance. Academic self-efficacy, homework effort, and academic performance were all significantly positively correlated. Academic self-efficacy and homework effort were mediating variables between internalizing problems and academic performance. The internalizing problems could affect academic performance with the effect of homework effort on academic self-efficacy, which meant that academic self-efficacy and homework effort could lead to a chain-mediated effect. Conclusion Pupils’ internalizing problems could exert effect on academic performance through the chain-mediated effect of academic self-efficacy and homework effort.
