In an era marked by intensifying academic pressures and evolving social dynamics, the influence of parenting style on adolescent behavior has garnered renewed research interest. A recent contribution to this discourse is a study led by X. Wang, published in BMC Psychology in 2025, which intricately explores how parenting styles shape the phenomenon of over-adaptation among secondary school students. This research goes beyond simple correlations and presents a sophisticated moderated mediation model that integrates self-esteem and gender — variables crucial to understanding adolescent psychological adjustment.
Over-adaptation, as conceptualized in the study, refers to the extent to which adolescents excessively conform to external demands and expectations, often at the expense of their well-being or authentic self-expression. It is an adaptive style gone awry, where coping mechanisms designed to handle environmental stressors become maladaptive under sustained pressure. Such patterns can lead to mental health struggles, identity conflicts, and diminished academic engagement, making it an urgent focus for psychological research and educational intervention.
Wang’s investigation situates parenting style as a fundamental determinant of whether a student is prone to over-adaptation. Parenting style traditionally encompasses dimensions such as warmth, control, and autonomy support, each influencing a child’s developmental trajectory in nuanced ways. Crucially, this research parses out the differential impacts these styles have when mediated by the adolescent’s level of self-esteem, a core internal resource pivotal to resilience and healthy self-concept formation.
The moderated mediation model proposed posits that parenting styles do not operate in isolation but affect over-adaptation through self-esteem as an intervening variable. Importantly, this pathway is moderated by gender, highlighting how boys and girls may internalize parental behaviors differently, thereby producing divergent psychological outcomes. This nuanced perspective challenges one-size-fits-all approaches to parenting advice, urging tailored strategies sensitive to gendered developmental experiences.
Methodologically, the study employs robust quantitative analyses involving a diverse sample of secondary school students, ensuring generalizability across varied socio-cultural contexts. Structural equation modeling is utilized to validate the proposed relationships among variables, providing statistical rigor and clarity in disentangling the complex interplay of parenting, self-esteem, gender, and over-adaptation. This methodological precision enhances the credibility of the findings and offers a replicable framework for future research.
One compelling finding is the protective role of authoritative parenting, characterized by high warmth and reasonable control, which correlates with higher self-esteem and, consequently, lower over-adaptation levels. Conversely, authoritarian parenting, marked by strictness and low warmth, appears to erode self-esteem, increasing vulnerability to over-adaptation. These results underscore the critical importance of nurturing parental environments that balance guidance with emotional support to foster adaptive psychological functioning.
Gender-specific effects reveal that female adolescents exhibit a stronger mediation effect of self-esteem between parenting style and over-adaptation compared to males. This suggests that girls’ self-concept is more sensitive to parental influences, potentially due to sociocultural factors emphasizing relational identities in females. In contrast, males might express over-adaptive behaviors through different mechanisms not entirely captured by self-esteem, prompting calls for deeper investigation into gender-differentiated pathways.
The implications of these findings extend into educational psychology and mental health interventions. Schools and caregivers can benefit from understanding how parenting practices shape students’ psychological adaptation strategies, informing the design of supportive programs that bolster self-esteem, particularly among girls. Such insight is invaluable for preempting maladaptive coping styles before they crystallize into chronic mental health challenges.
Furthermore, the study bridges psychological theory with practical application by providing a measurable framework linking parenting styles to student adjustment outcomes via self-esteem. This paves the way for developing screening tools that identify at-risk students based on familial and personal factors, enabling timely and targeted interventions. Mental health professionals can harness these insights to counsel families and recommend parenting adjustments conducive to balanced adolescent development.
Critically, this research prompts a re-evaluation of cultural norms surrounding parenting and adolescent autonomy. In many societies, expectations for discipline and achievement can inadvertently foster over-adaptive behaviors, especially when parental warmth is lacking. Wang’s model invites policymakers and practitioners to advocate for family-based initiatives promoting healthier parent-child interactions that prioritize emotional attunement alongside academic encouragement.
The study also encourages further exploration into the dynamic nature of self-esteem as a moderator and mediator in psychological models. Its role in this context highlights the importance of self-worth as both a buffer and a vulnerability factor dependent on external influences such as parenting and gender norms. Understanding these processes can deepen psychological interventions aimed at reinforcing adolescents’ internal resources against environmental stressors.
Moreover, by elucidating the interaction between gender and parenting effects, the study contributes to a more gender-sensitive paradigm in adolescent mental health research. It challenges future inquiries to incorporate nuanced gender analyses that recognize the varied ways male and female adolescents experience and respond to family environments, thereby refining the precision of psychological models and intervention strategies.
Noteworthy is the potential for longitudinal research arising from this study’s cross-sectional findings. Tracking changes in parenting style, self-esteem, and over-adaptive behaviors over time could reveal developmental trajectories and critical periods for intervention. Such knowledge would be instrumental in formulating age-appropriate supports that align with evolving adolescent needs.
The study’s publication in a peer-reviewed journal like BMC Psychology signifies its methodological robustness and theoretical contribution to the field of developmental psychology. By addressing complex variables in tandem, Wang’s work stands as a compelling example of contemporary research advancing our comprehension of family dynamics and adolescent psychological resilience.
In conclusion, the moderated mediation model presented elucidates the intricate psychological architecture underlying adolescent over-adaptation, centered on parenting style, self-esteem, and gender. This research not only advances theoretical understanding but also offers tangible avenues for enhancing adolescent well-being through informed parenting and psychosocial support. As the pressures on youth intensify globally, such insights are timely and critical for fostering healthier developmental outcomes.
Subject of Research: Parenting style, over-adaptation in secondary school students, moderated mediation model involving self-esteem and gender.
Article Title: Parenting style on the over-adaptation of secondary school students: a moderated mediation model of self-esteem and gender.
Article References:
Wang, X. Parenting style on the over-adaptation of secondary school students: a moderated mediation model of self-esteem and gender. BMC Psychol 13, 1136 (2025). https://doi.org/10.1186/s40359-025-03481-7
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