Document Type : Scientific Articles
Authors
1
Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
2
Assistant Professor, Departent of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran
3
Assistant Professor of Psychology, School of Allied Medical Sciences, Cardiovascular Diseases Research
4
Assistant professor. Department of Psychology, Birjand branch, Islamic Azad University, Birjand, Iran.
5
Assistant Professor of Psychology, School of Allied Medical Sciences, Cardiovascular Diseases Research Center, Birjand University of Medical Sciences
10.22111/jeps.2025.38177.4497
Abstract
This study aimed to investigate the effects of teacher-student and teacher-parent relationships on academic achievement with the mediating role of student academic engagement. This fundamental research was a descriptive correlational design based on a structural equation modeling approach in terms of method. The statistical population was 11228 students in the second secondary school of Birjand in the school year 2019-2020. A total of 392 people (254 girls, 138 boys) and one of their parents were selected by multi-stage cluster sampling and simple random sampling. The instruments used included GPA, teacher-student communication questionnaire Murray and Zovich (2010), teacher-parent communication questionnaire Vickers and Minke (1995), and academic engagement questionnaire Frederick and McCloskey (2012). Data analysis was performed by structural equation method using SPSS22 and LISREL8 software. The results of data analysis showed that the teacher-student and teacher-parent relationships have a significant direct and indirect relationship on students' academic achievement (p> 0.05). Moreover, academic engagement is mediating between teacher-student and teacher-parent relationships with academic achievement (p <0.01). The student's emotional, cognitive, and behavioral engagement is explained through the teacher-student relationship and the teacher-parent relationship (p <0.01). In addition, academic achievement can be explained by combining the variables of the teacher-student relationship, teacher-parent relationship, and emotional, cognitive, and behavioral engagement (p <0.01). In addition to generating theoretical knowledge, the present findings provide teachers and parents with the necessary skills to maintain their communication approach with students positively and have specific practical applications to improve students' academic achievement.
Keywords
)