Document Type : Original Article
Ph.D. in Family Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
Assistant Professor of Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
M.A in Family Counseling, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
M.A in Family Counseling, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
Objective: This research was conducted with the aim of investigating the relationships between parenting dimensions, indicators of father-child relationship, and academic achievement.
Methods: The research method was correlational of type structural equation modeling (SEM). The population of this study included boy students between 13 and 16 years in the city of Isfahan in the academic year 2021-2022. The random sampling method was a multi-stage cluster. The sample included 269 adolescents, who answered the parenting and father-child relationship online questionnaires. academic achievement was also calculated through the examination of grade average scores. The data were analyzed using Pearson's correlation test and structural equations and by SPSS and AMOS.
Results: The findings showed that the assumed model after the modification has a good fit and parenting in all dimensions (except monitoring and Notification) was able to explain the indicators of the father-child relationship (P<0.01). On the other side, academic achievement could not have a place in the tested model.
Conclusion: The results of the current research confirm the important role of parenting and its dimensions in explaining the father-child relationship, and also focus attention on the role of non-family factors regarding academic achievement.