Structural Model of Parental Relationships and Teacher–Student Relationship with Academic Buoyancy in Students: The Mediating Role of Perceived Academic Pressure
Keywords:
Academic buoyancy, parental relationships, teacher–student relationship, perceived academic pressure, structural equation modelingAbstract
This study aimed to examine the structural relationships of parental relationships and the teacher–student relationship with academic buoyancy and to determine the mediating role of perceived academic pressure among upper-secondary school students. This fundamental, cross-sectional, descriptive-correlational study employed structural equation modeling. The statistical population consisted of students attending public upper-secondary schools in District 1 of Ahvaz during the 2025–2026 academic year. A total of 365 students were selected using systematic random sampling. Data were collected using the Parent–Child Communication Quality Scale, Teacher–Student Relationship Questionnaire, Academic Buoyancy Questionnaire, and Parental Perceived Academic Pressure Scale. Pearson correlation coefficients and structural equation modeling were used for data analysis. Parental relationships had a significant positive direct effect on academic buoyancy (β=0.53, p=0.01), and the teacher–student relationship also had a significant positive direct effect on academic buoyancy (β=0.42, p=0.01). Parental relationships (β=-0.39, p=0.005) and the teacher–student relationship (β=-0.35, p=0.01) had significant negative direct effects on perceived academic pressure. Perceived academic pressure had a significant negative direct effect on academic buoyancy (β=-0.285, p=0.01). The indirect effects of parental relationships (β=0.111, p=0.02) and the teacher–student relationship (β=0.12, p=0.02) on academic buoyancy through perceived academic pressure were significant. The model demonstrated satisfactory fit indices (χ²/df=2.54, RMSEA=0.06, NFI=0.92, NNFI=0.97, CFI=0.99, GFI=0.93, AGFI=0.96). Supportive parental and teacher–student relationships are associated with greater academic buoyancy both directly and indirectly through reduced perceived academic pressure. Therefore, strengthening supportive relationships within family and school contexts and managing excessive academic pressure may enhance students’ adjustment, persistence, and capacity to cope with everyday academic challenges.
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