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Examining the moderating role of family emotional climate in the relationship between academic stress and academic engagement
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Hameed Salih Mzaban Mamoori   , Mohammad Abbasi , Ezatolah Ghadampour |
| Associate Professor, Department of Psychology, Lorestan University, Khorramabad, Iran. , abasi.mo@lu.ac.ir |
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Abstract: (15 Views) |
Introduction: Academic stress among high school adolescents may lead to decreased academic engagement; however, the family emotional climate, as a protective factor, may moderate this relationship. The present study aimed to examine the moderating role of family emotional climate in the relationship between academic stress and academic engagement.
Methods: This study employed a descriptive-correlational research design. The statistical population consisted of secondary school students in Karbala during the 2025–2026 academic year. A final sample of 470 students was selected using multistage cluster sampling. Data were collected using the Academic Stress Scale by García-Ros et al. (2018), the Academic Engagement Scale by Reeve (2013), and the Family Climate Scale by Borenberg and Nicholson (2007). After data screening, data from 461 participants were analyzed using hierarchical regression analysis.
Results: There was a significant negative relationship between academic stress and academic engagement (p < .01). Moreover, family emotional climate significantly moderated the relationship between academic stress and academic engagement (p < .01).
Conclusion: A more positive family emotional climate may help students experience fewer negative effects of academic stress on their academic engagement.
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| Keywords: Academic Stress, Academic Engagement, Family Emotional Climate |
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Full-Text [PDF 322 kb]
(9 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2026/06/20 | Accepted: 2026/09/2 | Published: 2026/10/2
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