Intergenerational Educational Expectations and Academic Burnout: The Mediating Role of Mental Health and the Moderating Role of Family Economic Status

This study investigates the relationship between intergenerational educational expectations and children’s academic burnout, utilizing a nationally representative sample of 3,342 Chinese children. Findings indicate that aligned or higher children’s educational expectations relative to parents’ expectations mitigate academic burnout, mediated by self-esteem and depressive symptoms. Heterogeneity analysis reveals that aligned expectations have a more pronounced alleviating effect on girls, urban adolescents, and those with more educated fathers. Receipt of minimum living allowances significantly moderates this relationship. These results offer valuable insights for policymakers, educators, and families to enhance mental support and educational guidance for adolescents from disadvantaged backgrounds.