Volume 3 Issue 4

The current study examined the impact of Baumrind’s parenting styles on academic anxiety among Chinese undergraduate students majoring in education. A sample of 183 students, aged 18 to 23, was randomly selected from Northeastern Normal University (NENU), a prominent institution in mainland China specializing in education. Data were collected using the Parenting Authority Questionnaire (PAQ-2nd) and the Cognitive Test Anxiety Scale (CTAS) to evaluate perceived parenting styles and academic anxiety levels. Although the overall relationship between parenting style and academic anxiety was not statistically significant, distinct patterns emerged. Students raised with authoritative parenting exhibited the lowest levels of academic anxiety, indicating that this style may be most effective in creating a supportive academic environment. Conversely, those raised with authoritarian parenting reported the highest anxiety levels, suggesting that this more controlling approach may contribute to greater psychological stress. Students from permissive backgrounds showed anxiety levels that were intermediate, higher than those from authoritative households but lower than those from authoritarian ones. These findings highlighted the role of parenting style in shaping academic anxiety among Chinese education majors. Additionally, the study challenged the stereotype that Chinese parents predominantly use authoritarian methods, as many students reported being raised with authoritative parenting. This shift toward a more balanced, supportive approach may reflect evolving cultural norms in Chinese education, suggesting that adopting authoritative practices could help reduce academic anxiety in this population.

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