abstract

Adolescence is a critical developmental period characterized by significant psychological, emotional, and academic transitions. During this stage, the quality of parent–child relationships plays a vital role in shaping adolescents' emotional well-being, self-esteem, and academic success. Simultaneously, academic anxiety has emerged as one of the most influential psychological factors affecting educational achievement. While positive parent–child relationships can foster confidence, motivation, and emotional stability, poor communication and weak emotional attachment may increase anxiety and hinder academic performance. The present study investigates the impact of parent–child relationship on academic achievement through the mediating role of academic anxiety among adolescent students. The study further compares these relationships across rural and urban settings. Data were collected from 500 adolescent students enrolled in secondary and higher secondary schools. Statistical analyses including descriptive statistics, correlation analysis, independent sample t-tests, ANOVA, multiple regression, and mediation analysis based on the Baron and Kenny framework were employed. The findings reveal that parent–child relationship significantly influences academic achievement both directly and indirectly through academic anxiety. Strong parental attachment, emotional support, and effective communication reduce anxiety levels and contribute positively to educational achievement. Academic anxiety was found to partially mediate the relationship between parent–child relationship and academic performance. Urban students reported stronger parent–child relationships and lower anxiety levels than rural students. The study concludes that enhancing family communication and addressing anxiety-related issues can substantially improve adolescents’ educational outcomes and psychological well-being.