A Structural Equation Modeling of Aggression, Distress, and Their Impact on Academic Success

Abstract Analyzing the relationship between adolescents' aggression, psychological distress, and academic achievement is vital for identifying the key factors that affect educational outcomes. The aim of this study was to investigate the potential mediating role of aggression in the relationship between psychological distress and academic success among adolescents in Azerbaijan (N = 271; M = 14.26, SD = 1.7). Data were collected using the Buss Perry Aggression Questionnaire-Short form (BPAQ-SF), and The Children and Adolescents Psychological Distress Scale (CAPDS-10). The obtained results demonstrated that higher levels of aggression were inversely related to academic success, while distress also showed a negative correlation with academic success. Using structural equation modeling (SEM), it was found that aggression fully mediated the connection between psychological distress and academic success. In conclusion, the study's findings enrich the current body of literature and offer valuable insights for school psychologists, educators, and parents, enabling them to implement targeted interventions in this domain.