Parental Attachment and Academic Well‐Being in Adolescence: Mediation Effect of Perceived Social Support

ABSTRACT This cross‐sectional study aimed to explore the mediation mechanism through which the quality of attachment to the parent influences academic well‐being, focusing on the role of multiple sources of perceived social support in a sample of 518 French students (Grades 10–12, 69.7% females, mean age 16 years). The research specifically examined the connection between the quality of adolescents' attachment to their parents on the one hand, and school burnout and schoolwork engagement on the other hand. Furthermore, using path analysis, the study investigated the mediating role of perceived social support from parents, teachers, and classmates in the relationship between parental attachment and academic well‐being. The findings revealed that higher parental attachment quality was linked to lower school burnout and higher schoolwork engagement. Path analyses indicated that perceived support from teachers partially mediates the link between parental attachment and school burnout. Moreover, perceived support from parents, teachers, and classmates fully mediated the relationship between parental attachment and schoolwork engagement. These outcomes align with the demands–resources model of burnout, emphasizing the importance of resources in promoting engagement rather than merely preventing burnout. The study underscores implications for school professionals, emphasizing the significance of social support and parental attachment in fostering positive academic experiences for high‐school students.