Predicting Academic Achievement Based on Students' Separation Anxiety Mediated by Parental Reflective Functioning and Self-Awareness in Qom

Document Type : Research

Authors

1 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran

2 M.Sc. Educational Psychology, Department of Psychology, Payame Noor University, Tehran, Iran

3 M.Sc. Student Psychology, Department of Psychology, Payame Noor University, Tehran, Iran.

Abstract

The present study aimed to predict academic achievement based on students’ separation anxiety mediated by parents’ reflective functioning and self-awareness in Qom. This research employed structural equation modeling to evaluate the conceptual model (predicting academic achievement based on students’ separation anxiety mediated by their parental reflective functioning and self-awareness) using empirical data. The statistical population included all elementary school students with separation anxiety and their mothers in Qom during the 2023-2024 academic year. The sampling method was purposive, and the sample size consisted of 381 participants. The research instruments comprised the Separation Anxiety Questionnaire by Hahn et al. (2003), the Parental Reflective Functioning Questionnaire by Luyten et al. (2017), and the Emotional Self-Awareness Questionnaire by Grant et al. (2002). The data analyzed using structural equation modeling. The findings indicated that academic achievement could be predicted based on students’ separation anxiety through the mediating roles of their parents’ reflective functioning and self-awareness (P < 0.05). These findings suggest that academic achievement is significantly influenced by students’ separation anxiety and the mediating effects of their parents’ reflective functioning and self-awareness

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