In recent years, the mental health of adolescents has received extensive attention from all walks of life and in various fields. As an important family factor affecting the growth of adolescents, parental educational expectations have been extensively studied in the field of education and psychology in recent years. Senior high school is a critical period for personal psychological and physical development, and it is also an important moment to welcome the key node of life一the college entrance examination. Parents' inherent expectations for their children are directly reflected in their attention to students' academic performance. This study adopts a longitudinal research method, using parent educational expectations as family environmental factors, and senior high school students' academic anxiety and depression as mediating variables, to explore the relationship model between parent expectations and academic performance, so as to reveal the relationship between parental expectations, academic anxiety, and depression and the mechanism of influence on the academic performance of high school students.
A total of 700 senior high school students from two public senior high schools in Shenyang were selected as the research objects, with an average age of 16.5 years and a standard deviation (SD) of 0.50. Boys accounted for 61.8% and girls accounted for 38.2%. The academic achievement dimension of the Perceived Parental Expectation Scale was used to measure the perceived parental educational expectations of middle school students; the anxiety dimension of the Adolescent Academic Emotions Questionnaire was used to measure students' academic anxiety; the Children's Depression Inventory (CDI; Kovacs)，1992) was to assess the depression of the research subjects. The average score of the three subjects of Chinese, mathematics and foreign language in the two municipal unified examinations at the end of the first year of senior high school (T1 time point) and the beginning of the second year of senior high school (T2 time point) is used as the academic achievement indicator. A cross-lag mediation model was established to analyze the predictive effect of parental educational expectations on academic performance, as well as the mediating effect of academic anxiety and depression.
The results show that:
1 .There are significant differences in parents' educational expectations in terms of gender and family economic level: parents' educational expectations for boys are higher than girls ; The lower the family economic level, the higher the parents' expectation of education.
2. High school parents have high expectations for their children's education, which will increase students' academic anxiety and depression.
3 .The influence of parents' educational expectations on the academic performance of high school students is influenced by the changes of students' academic anxiety and depression. Only by establishing educational expectations in line with children's academic level, and transmitting and expressing educational expectations according to children's psychological needs in different periods, can we promote the benign improvement of children's academic performance.
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