Objective To explore the chain-mediated effect of academic self-efficacy and homework effort between pupils’ internalizing problems and academic performance. Methods A questionnaire survey was conducted on 750 pupils in grade 3 to 5 using the generalized anxiety disorder scale, center for epidemiologic studies depression scale, academic self-efficacy scale, and homework effort questionnaire. Results Pupils’ internalizing problems were significantly negatively correlated with academic self-efficacy, homework effort, and academic performance. Academic self-efficacy, homework effort, and academic performance were all significantly positively correlated. Academic self-efficacy and homework effort were mediating variables between internalizing problems and academic performance. The internalizing problems could affect academic performance with the effect of homework effort on academic self-efficacy, which meant that academic self-efficacy and homework effort could lead to a chain-mediated effect. Conclusion Pupils’ internalizing problems could exert effect on academic performance through the chain-mediated effect of academic self-efficacy and homework effort.

目的 探讨学业效能感和家庭作业努力在小学生内化问题与学业成绩之间的链式中介作用。方法 采用广泛性焦虑自评量表、流调中心抑郁量表（简版）、学业效能感量表、家庭作业努力问卷对750名三到五年级的小学生进行问卷调查。结果 小学生内化问题与学业效能感、家庭作业努力、学业成绩均呈显著负相关；学业效能感、家庭作业努力和学业成绩均呈显著正相关。学业效能感和家庭作业努力是内化问题与学业成绩之间的中介变量。内化问题通过学业效能感来影响家庭作业努力，进而影响学业成绩，即学业效能感和家庭作业努力起链式中介作用。结论 学业效能感和家庭作业努力在小学生内化问题与学业成绩之间起链式中介作用。