نسرین پاکدوست

Objective: The purpose of the present study was to investigate the relationship between parent-adolescent conflict and resilience with academic engagement: the mediating role of social support among students in Urmia city. Methods: The current research was applied and descriptive. This research was descriptive and correlational. The statistical research community included all male students of the 10th grade of Urmia city schools in the academic year of 2022-2023. The research sample included 375 male students who were selected using multi-stage cluster sampling. To collect research data, the parent-adolescent conflict questionnaire, resilience questionnaire, social support questionnaire, and academic engagement scale were used. Results: The results of the present study showed that the direct effect of parent-adolescent conflict, resilience, and social support on academic engagement is -0.52, 0.64, and 0.66, respectively. Also, the direct effect of parent-adolescent conflict and resilience on social support was -0.48 and 0.55, respectively, which is significant at the 0.001 level. Regarding the number of direct effects, the indirect effect of parent-adolescent conflict and resilience through social support on academic engagement is -0.31 and 0.36, respectively. Conclusion: Therefore, social support plays a mediating role in the relationship between parent-adolescent conflict and resilience with academic engagement. One issue that can be seen clearly in society today and can be effective in the academic engagement of students is the generation gap, or in other words, parent-teenage conflict. Interparental conflict is defined as parental disagreement and arises from inconsistencies and common disagreements. In fact, conflict between parents has a significant impact on adolescent adjustment.