ارائه مدل رابطه اضطراب مزمن معلم و افت تحصیلی دانش‌آموزان با میانجی‌گری نقش واسطه‌ای مثلث‌سازی معلم–والد–دانش‌آموز

رسول شاکری; سید محمد صادق میری وحید; علی حمیدی

Authors

Rasoul Shakeri Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnourd, Iran. Author https://orcid.org/0000-0001-7329-2639
Seyed Mohammad Sadegh Miri Vahid Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnourd, Iran. Author https://orcid.org/0009-0006-8089-0008
Ali Hamidi Department of Counseling and Educational Psychology, Boj.C., Islamic Azad University, Bojnourd, Iran. Author https://orcid.org/0009-0004-6303-2795

Keywords:

Chronic teacher anxiety, triangulation, academic failure, Bowen's Family Systems Theory, structural equations

Abstract

Objective: This study aimed to develop and test a structural model explaining the relationship between teacher chronic anxiety and students’ academic decline through the mediating role of teacher–parent–student triangulation within Bowen Family Systems Theory.

Methodology: This correlational study employed a structural equation modeling approach. The statistical population consisted of elementary school teachers in Tehran and their students during the 2024–2025 academic year. The final sample included 420 teachers and 420 students selected through multistage cluster sampling. Data were collected using the Teacher Chronic Anxiety Questionnaire (TCAQ), the Teacher–Parent–Student Triangulation Scale (TPS-TS), and the Student Academic Decline Questionnaire (SADQ). Structural equation modeling, bootstrap analysis, and multi-group analysis were used for data analysis.

Findings: The results indicated that teacher chronic anxiety significantly predicted teacher–parent–student triangulation (β=0.64, p<0.001). Triangulation was also a significant predictor of students’ academic decline (β=0.47, p<0.001). The direct effect of teacher chronic anxiety on academic decline remained significant (β=0.22, p=0.006). Bootstrap analysis demonstrated a significant indirect effect of chronic anxiety on academic decline through triangulation (β=0.30, p<0.001), accounting for approximately 58% of the total effect. The structural model showed satisfactory fit indices. Furthermore, teaching experience moderated the relationship, with stronger effects observed among less experienced teachers.

Conclusion: Teacher–parent–student triangulation constitutes a key mechanism through which teacher chronic anxiety contributes to students’ academic decline. Interventions aimed at reducing teachers’ chronic anxiety and improving communication patterns within school systems may help prevent academic decline and promote educational outcomes.

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