Parental Burnout Reduces Primary Students' Academic Outcomes: A Multi-Mediator Model of Mindful Parenting and Parental Behavioral Control

Abstract

Academic outcomes have long been one of the important issues of childhood research, which has a strong influence on the overall development of children. The present study aimed to explore the relationship between parental burnout and academic outcomes and the mediating role of parental behavioral control, and mindful parenting. The participants included 786 Vietnamese primary school students ( Mage = 9,980, SD = 0.889) and their parents. Parents completed questionnaires about demographic information, parental burnout, behavioral control, and mindful parenting. The student's academic grades are reported by the school office where the student is enrolled. The results support three main findings: (a) parental burnout has a direct influence on student's academic outcomes, (b) the mediating role of parental behavioral control was significant, and (c) the mediating role of mindful parenting was also significant. Practical implications of these findings highlight how parent's mental health status and parenting practices influence academic outcomes.