“打压式”教育在一些年龄稍长或父母教育程度稍低的家庭仍有出现。这一教育形式源于父母的不正确观念，导致孩子产生焦虑、抑郁等心理问题。特别是在面对考试失败等结果后，父母的训斥等打压表现，滋生学生的失败恐惧感，丧失自信心，对身心健康造成不良影响。因此代替“打压式”教育，父母应该更多的提供情感支持，在面对失败时帮助他们建立自信心，降低对失败的恐惧感。本研究旨在探究父母情感支持对失败恐惧的影响，从而对父母提供一个提升孩子自信心，降低其失败恐惧的良好方法。

本研究采用PISA2018数据中中国四省市的调查数据作为研究数据，样本量共计12054。研究一以倾向得分匹配为主要分析方法，将父母情感支持变量按照均值划分为高低父母情感支持组，探究在排除混杂变量的影响后，高低父母情感支持组对失败恐惧的影响是否有显著差异。研究二以分位数回归为研究方法，探究对处于不同失败恐惧水平下的学生，父母情感支持对其失败恐惧的影响是否存在差异。研究三利用结构方程模型探究了自我效能感是否在父母情感支持与失败恐惧之间发挥中介作用。研究的主要结论如下：（1）在排除混杂变量的影响后，高父母情感支持组对失败恐惧的平均处理效应平均值为-0.1083，即高父母情感支持会对个体失败恐惧水平降低10.8%。（2）相对女生而言，父母情感支持对男生失败恐惧的降低效果较强；对高年级学生而言，父母情感支持对低年级学生的失败恐惧的降低效果较强。（3）随着学生失败恐惧水平的升高，父母情感支持对他们的失败恐惧的降低效果逐渐减弱。（4）从总体上看，自我效能感在父母情感支持与失败恐惧之间发挥显著的部分中介作用，且中介效应占比61.2%。将样本按照性别和年级划分并分别进行研究，自我效能感均发挥显著的中介作用。

"Pressure based" education still appears in some older or lower educated families. This form of education originates from incorrect beliefs of parents, leading to psychological problems such as anxiety and depression in children. Especially in the face of exam failures and other results, parental reprimands and other forms of suppression can breed fear of failure in students, lose confidence, and have a negative impact on their physical and mental health. Therefore, instead of "pressure based" education, parents should provide more emotional support, help them build confidence in the face of failure, and reduce their fear of failure. The aim of this study is to explore the impact of parental emotional support on fear of failure, in order to provide parents with a good method to enhance their children's confidence and reduce their fear of failure.

This study used survey data from four provinces and cities in China in the PISA2018 dataset as research data, with a total sample size of 12054. Study 1 uses propensity score matching as the main analysis method, dividing parental emotional support variables into high and low parental emotional support groups according to their means, and exploring whether there is a significant difference in the impact of high and low parental emotional support groups on fear of failure after excluding the influence of confounding variables. Study 2 uses quantile regression as the research method to explore whether there are differences in the impact of parental emotional support on the fear of failure among students at different levels of fear of failure. Study Three used structural equation modeling to investigate whether self-efficacy mediates the relationship between parental emotional support and fear of failure. The main conclusions of the study are as follows: (1) After excluding the influence of confounding variables, the average processing effect of high parental emotional support group on fear of failure is -0.1083, indicating that high parental emotional support reduces an individual's fear of failure level by 10.8%. (2) Compared to girls, parental emotional support has a stronger effect on reducing the fear of failure in boys; For older students, parental emotional support has a stronger effect on reducing their fear of failure. (3) As the level of students' fear of failure increases, the effect of parental emotional support on reducing their fear of failure gradually weakens. (4) Overall, self-efficacy plays a significant partial mediating role between parental emotional support and fear of failure, with a mediating effect accounting for 61.2%. Dividing the samples by gender and grade and conducting separate studies, self-efficacy played a significant mediating role.