علیرضا حاجی یخچالی

Aim: Issues related to academic adjustment are a major concern among students, because academic adjustment or non-adjustment has broad effects on students' overall development. Therefore, the present study aimed to investigate the relationship between parental phubbing and children's academic adjustment with the mediating role of loneliness in students. Method: The research method was correlational and, more precisely, structural equation modeling. The statistical population of the study included all ninth-grade male and female students in the academic year 2024-2025 in Yazd city. The sample consisted of 342 students (171 female students and 171 male students) who were selected through multi-stage random sampling method. To collect data, the University of California, Los Angeles Loneliness Scale , the Academic Adjustment Scale, and the Parental Phubbing Scale were used. The evaluation of the proposed model was carried out using AMOS software. Results: The results showed that parental phubbing has a direct, positive, and significant relationship with loneliness and a direct, negative, and significant relationship with academic adjustment. The results also showed that loneliness has a direct, negative, and significant relationship with academic adjustment. Finally, the results of the bootstrap test showed that loneliness plays a mediating role in the relationship between parental phubbing and children's academic adjustment. Conclusion: The model demonstrated a strong fit. The mediating role of loneliness in the relationship between parental phubbing and academic adjustment is a good model for explaining mental injuries of phubbing and applying it in the field of preventing academic adjustment problems in students