رابطه سبک‌های فرزندپروری با فرسودگی تحصیلی با توجه به نقش میانجی استرس تحصیلی در دانش‌آموزان ممتاز متوسطه دوم در کشور عراق

فاديه عبود  رمضان جلعاوي; سیدحميد آتش پور; رشيد ناصر   خليفه الهاشمي; محسن  گل پرور

Authors

Fadia Abood Ramdan Jalaawi PhD Student in Educational Psychology, Research center for behavioral and psychological science, department of psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0009-0009-4522-2364
Seyed Hamid Atashpour Associate Professor, Research center for behavioral and psychological science, department of psychology, Isf.C., Islamic Azad University, Isfahan, Iran https://orcid.org/0000-0003-2090-7577
Rasheed Nassir Kalifa Al-Hashmy Professor, Department of Educational and Psychological Sciences, College of Education, Wasit University, Wasit, Iraq Author https://orcid.org/0009-0008-5528-9290
Mohsen Golparvar Professor, Research center for behavioral and psychological science, department of psychology, Isf.C., Islamic Azad University, Isfahan, Iran Author https://orcid.org/0000-0002-1425-5480

Keywords:

parenting styles, academic burnout, academic stress, gifted high school students

Abstract

Objective: This study aimed to determine the relationship between parenting styles and academic burnout, considering the mediating role of academic stress among gifted high school students in Iraq.

Methods and Materials: This descriptive-correlational study employed structural equation modeling. The statistical population comprised 400 gifted high school students in Iraq during the winter of 2026. Using convenience sampling, 216 students were initially recruited; after excluding 16 incomplete questionnaires, data from 200 participants were analyzed. The instruments included the Academic Burnout Questionnaire, Baumrind Parenting Styles Questionnaire, and Academic Stress Questionnaire. The reliability of the instruments was confirmed using Cronbach’s alpha coefficients. Data were analyzed using Pearson’s correlation coefficient and structural equation modeling with SPSS version 26 and AMOS version 26.

Findings: Pearson correlations showed that permissive parenting was negatively associated with academic burnout (r=-.24, p<.05), authoritarian parenting was positively associated with academic stress (r=.16, p<.05), and academic stress was positively associated with academic burnout (r=.57, p<.01). In the final structural model, authoritarian parenting had a significant positive relationship with academic stress (β=.26, p=.003), whereas authoritative parenting had a significant negative relationship with academic stress (β=-.17, p≤.05). Academic stress positively predicted academic burnout (β=.56, p=.001) and explained 31% of its variance. Bootstrap analysis confirmed that academic stress fully mediated the relationships of both authoritarian and authoritative parenting styles with academic burnout. The final model demonstrated satisfactory fit indices (χ²/df=1.65, GFI=.99, CFI=.99, IFI=.99, RMSEA=.057).

Conclusion: Academic stress constitutes an important mediating mechanism through which authoritarian and authoritative parenting styles are associated with academic burnout among gifted students. Accordingly, strengthening authoritative parenting practices and reducing authoritarian parenting may contribute to lower academic burnout by reducing students’ academic stress.

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