In the current contemporary competitive social environment, the academic adaptation (AA) is crucial to personal growth and future development. Many studies have shown that family parenting styles (PSs) significantly impact the academic adaptation. Nonetheless, the existing comprehension of the underlying mechanisms by which parental autonomy support (AS) and psychological control (PC) within family parenting styles influence the academic adjustment of middle school adolescents remains insufficiently elucidated. Therefore, this study explored in depth the influencing mechanism of parental AS, PC, and AA of middle school kids, while analyzing the mediators, i.e., parent-child interactions and self-efficacy (SE). The study results found that parental AS positively influenced academic adaption, whereas PC negatively affected it. The parent-child relationship and SE served as mediators in the relationship between the two variables. This study could be beneficial to improving family PSs and promoting the academic growth of middle school kids, while also emphasizing the significance of building positive parent-child bonds and enhancing students' SE in family parenting.
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