From Self-Esteem and Academic Performance to Anxiety: A Cross-Lagged Study of Chinese First-Generation College Students

Abstract

As the first generation in their families to pursue higher education, the mental health of first-generation college students has attracted significant attention from the academic community. Self-esteem and academic performance are significant factors influencing anxiety and mental health among first-generation college students. However, longitudinal research evidence specific to this group in China remains scarce. This study utilized two waves data, selecting a sample of 1024 first-generation college students (mean age 21.73; 55.18% male). Through follow-up surveys conducted at one-year intervals, a cross-lagged model was employed to systematically examine the longitudinal predictive relationships among self-esteem, academic performance, and anxiety. The results indicate significant negative correlations among self-esteem, academic performance, and anxiety. Cross-lagged analysis further indicated that self-esteem at T1 (β = −0.098, p < 0.05) and academic performance at T1 (β = −0.067, p < 0.05) were prospectively associated with lower anxiety at T2. This study reveals the longitudinal predictive associations among self-esteem, academic performance, and anxiety among China’s first-generation college students, providing empirical evidence for universities to improve their mental health support systems by focusing on the self-esteem development of this group and offering targeted academic support.