The relationship between parental bonding and academic destructive behaviors with the mediating of emotional security and academic self-regulation

Articles in Press

Document Type : Research Paper

Authors

1 Educational Psychology Department, Educational Sciences & Psychology Faculty, Shiraz University, Shiraz, Iran

2 Department of Psychology and Counselling, Farhangian University, Tehran, Iran

Abstract

Background and objectives: The aim of the present study was to explain academic destructive behaviors based on parental bonding with the mediation of emotional security and academic self-regulation in students. Methods: Research participants included 503 students from the first high school students of Bushehr city, selected by multi-stage cluster random sampling method. The research tools included parental bonding instrument (Parker et al., 1979), emotional security scale academic self-regulation questionnaire and academic destructive behaviors scale. Data were analyzed using structural equation modeling method and SPSS-21 and Amos-21 software. Findings indicated that the variables of parental bonding, emotional security and academic self-regulation directly affected academic destructive behaviors. Parental bonding was found to have an indirect impact on academic destructive behaviors through the mediation of emotional security and academic self-regulation. Furthermore, emotional security had a direct effect on academic self-regulation. Thus, it can be concluded that parental bonding, whether mediated by emotional security and academic self-regulation or not, can serve as a predictor and explanatory factor for destructive academic behaviors. According to the findings, it is suggested that the role of parental bonding, emotional security, and academic self-regulation in academic destructive behaviors be given special attention in educational, mental health, and research programs.

Keywords

Educational and Scholastic studies

Articles in Press, Accepted Manuscript
Available Online from 14 July 2025

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