The Role of Perceived Parental Support and the Teacher-Student Relationship in Predicting School Avoidance Among Adolescents: The Mediating Role of Psychological Adjustment
| Author | Zahra Mohammadinia | en |
| Author | Alireza Pirkhaefi | en |
| Author | Sara Haghighat | en |
| Orcid | Alireza Pirkhaefi [0000-0003-0451-4095] | en |
| Issued Date | 2026-07-31 | en |
| Abstract | Background: School avoidance during adolescence, in addition to leading to incomplete education, can have long-term negative consequences, including psychological problems such as anxiety, depression, and stress. Objectives: This study aimed to examine perceived parental support and the teacher-student relationship as predictors of school avoidance, mediated by psychological adjustment in adolescent students. Methods: This cross-sectional structural equation modeling (SEM) study was conducted in Tehran in 2025. The study included 351 high school students recruited using convenience sampling; however, 32 participants were excluded from the analysis because of incomplete responses. Therefore, the data analysis was performed on 319 participants. Participants were selected from four schools: Shahid Mofatteh Boys' School, Seyyed Razi Boys' School, Iran Girls' School, and Zohreh Bonyan Girls' School. The School Avoidance Questionnaire (SAQ), Adjustment Inventory for School Students (AISS), Parental Support Scale (PSS), and Inventory of Teacher-Student Relationships (IT-SR) were used to measure the study variables. Results: The findings indicated that the proposed research model had a good fit. The fit indices, including GFI, CFI, AGFI, RMSEA, and IFI, were 0.98, 0.98, 0.95, 0.03, and 0.98, respectively. The standardized beta coefficients for the effects of the teacher-student relationship, perceived parental support, and psychological adjustment on school avoidance were -0.28, -0.20, and 0.38, respectively. The standardized beta coefficients for the effects of the teacher-student relationship and perceived parental support on psychological adjustment were -0.49 and -0.40, respectively (P < 0.01). Analyses of indirect effects further showed that perceived parental support (-0.15) and the quality of the teacher-student relationship (-0.18), with psychological adjustment as a mediating factor, were significantly associated with school avoidance (P < 0.01). Conclusions: To reduce students’ school-related difficulties and school avoidance, counselors and psychotherapists should pay particular attention to the quality of communication between parents and students, as well as between teachers and students. These relationships may reduce psychological maladjustment. In addition, given the role of the quality of communication between students and their families in improving psychological adjustment and reducing school avoidance, educational counselors and psychotherapists should place specific emphasis on family therapy for adolescents. | en |
| DOI | https://doi.org/10.5812/mejrh-168647 | en |
| URI | https://brieflands.com/journals/mejrh/articles/168647 | en |
| Keyword | Students | en |
| Keyword | Adolescents | en |
| Keyword | Adjustment | en |
| Keyword | Family Support | en |
| Keyword | School | en |
| Publisher | Brieflands | en |
| Title | The Role of Perceived Parental Support and the Teacher-Student Relationship in Predicting School Avoidance Among Adolescents: The Mediating Role of Psychological Adjustment | en |
| Type | Research Article | en |
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