Previous　research　indicates　that　students＇　academic　performance　can　be　negatively　affected　by　interparental　conflict.　However,　studies　focusing　on　Chinese　high　school　students,　whose　academic　performance　is　particularly　emphasized,　are　limited.　Moreover,　relatively　little　work　has　examined　the　mechanisms　underlying　the　association　between　interparental　conflict　and　academic　performance.　Based　on　the　cognitive-contextual　framework　and　expectancy-value　theory,　the　current　study　explored　the　potential　cognitive　mediators　between　interparental　conflict　and　academic　performance　in　748　Chinese　high　school　students　with　a　mean　age　of　17.07　years.　The　results　revealed　a　significant　negative　relationship　between　interparental　conflict　and　academic　performance,　and　further　showed　that　academic　self-efficacy　mediated　the　association　between　interparental　conflict　and　academic　performance.　Additionally,　all　components　of　cognitive　appraisals　and　academic　self-efficacy　demonstrated　a　serial　mediation　effect　on　the　relationship　between　interparental　conflict　and　academic　performance.　Therefore,　concerning　youth　academic　outcomes,　these　findings　highlight　the　need　for　a　greater　focus　on　students＇　belief　in　learning　ability　and　also　their　cognitive　reactions　towards　interparental　conflict.