Abstract
Based on data from the China Family Panel Studies (CFPS), this study employs structural equation modeling and multi-group path analysis to explore the mechanisms and differences in how parental educational expectations, mediated by parent-child relationships and self-educational expectations, affect the academic performance and mental health of only children and non-only children. The research reveals that parental educational expectations play a crucial role in improving adolescents' academic performance, though their direct effect on mental health is less pronounced. Mediation effect analysis indicates that parental educational expectations have a chained mediation effect on academic performance and mental health through parent-child relationships and self-educational expectations. Multi-group path analysis reveals differences in the mediation pathways between only children and non-only children: in only-child families, the direct impact of parental educational expectations on parent-child relationships and academic performance is not significant, but the indirect effect through self-educational expectations is more prominent; in non-only-child families, parental educational expectations have a stronger direct impact on academic performance, and self-educational expectations combined with parent-child relationships exert a positive effect on mental health. This study emphasizes the crucial role of parent-child relationships and self-educational expectations in alleviating psychological stress and promoting the holistic development of adolescents. Considering the specific characteristics of different family structures, it is suggested that only-child families should focus on nurturing intrinsic motivation and alleviating the psychological stress of adolescents, while non-only-child families should enhance parent-child interaction and social support to foster the coordinated development of the academic performance and mental health of adolescents.