This cross-sectional study aimed to explore the influence of parental restrictive mediation on students' academic achievement and the mediating mechanisms behind this relationship. Grounded in social cognitive theory, this study investigated the relationship between restrictive mediation and students' science achievement and the mediating effects of Information and Communication Technology (ICT) self-efficacy and ICT use in learning. A total of 11,293 parent-child dyads participated in the current study. Parents completed a self-report questionnaire on restrictive mediation. Children completed self-report questionnaires of ICT self-efficacy and ICT use in learning and a paper-and-pencil science achievement test. Structural equation modelling indicated that restrictive mediation positively predicted students' science achievement. ICT self-efficacy and ICT use played multiple mediating roles in this association through three mediation pathways. These findings expand our understanding of restrictive mediation on children's development and draw attention to the role of ICT self-efficacy and ICT use in science learning. The practical implications concerning how parents could provide effective guidance on children's online use are discussed.

本横断面研究旨在探讨父母限制性中介对学生学业成绩的影响以及这种关系背后的中介机制。接地社会认知理论，本研究调查了限制性中介与学生科学成就之间的关系，以及信息和通信技术（ICT）自我效能感和信息通信技术在学习中的使用的中介作用。共有 11,293 名亲子二人参与了本次研究。家长完成了一份关于限制性调解的自我报告问卷。孩子们完成了 ICT 自我效能感和 ICT 在学习中使用的自我报告问卷以及纸笔科学成就测试。结构方程模型表明，限制性中介正向预测学生的科学成就。ICT 自我效能和 ICT 使用通过三种中介途径在这种关联中发挥了多重中介作用。这些发现扩展了我们对儿童的限制性调解的理解。发展并引起人们对 ICT 自我效能和 ICT 使用在科学学习中的作用的关注。讨论了父母如何为儿童的在线使用提供有效指导的实际意义。