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Family functioning, parental attachment and students' academic success
Article in Journal of Infrastructure Policy and Development · December 2023

DOI: 10.24294/jipd.v8i1.2565
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Journal of Infrastructure, Policy and Development 2024, 8(1), 2565.
https://doi.org/10.24294/jipd.v8i1.2565
Article
Family functioning, parental attachment and students’ academic success

Marta Gana1, Dana Rad2,*, Camelia Daciana Stoian3,*
1 Babeş-Bolyai University Cluj-Napoca, Faculty of Psychology and Educational Sciences, Doctoral School “Education, Reflection,
Development”, 400029 Cluj-Napoca, Romania
2 Center of research Development and Innovation in Psychology, Faculty of Educational Sciences Psychology and Social Work, Aurel Vlaicu
University of Arad, 310130 Arad, Romania

3 Faculty of Humanities and Social Sciences, Aurel Vlaicu University of Arad, 310130 Arad, Romania
* Corresponding authors: Dana Rad, dana@xhouse.ro; Camelia Daciana Stoian, camelia.stoian@uav.ro
CITATION Abstract: This study explores the intricate relationship between family functioning, emotional
Gana M, Rad D, Stoian CD. (2024).
bonding, parent-child contact, and academic success among students through a serial mediation
Family functioning, parental analysis. The research, conducted on a sample of 200 participants, sheds light on the indirect
attachment and students’ academic pathways through which family dynamics influence academic achievements, emphasizing the
success. Journal of Infrastructure, significance of emotional connections and parent-child interactions. The findings affirm the
Policy and Development. 8(1): 2565.
https://doi.org/10.24294/jipd.v8i1.25
positive association between family functioning and academic achievement, in alignment with
65 prior research. Additionally, the study identifies parent-child bonds and contact as partial
mediators in this relationship, reinforcing previous findings. A noteworthy discovery is the full
ARTICLE INFO complementary sequential mediation effect, revealing that family functioning’s influence on
Received: 9 August 2023 academic success becomes substantial when emotional bonds foster increased parent-child
Accepted: 18 September 2023 contact. In conclusion, this research underscores the importance of emotional bonds and parent-
Available online: 18 December 2023
child contact as sequential mediators, emphasizing their role in translating family dynamics
COPYRIGHT
into academic achievements among students. While providing valuable insights, the study
acknowledges limitations such as sample size, potential sampling bias, self-reported measures,
and a cross-sectional design. Addressing these limitations and expanding the scope of
outcomes in future research will contribute to a more comprehensive understanding of the
Copyright © 2023 by author(s).
Journal of Infrastructure, Policy and complex dynamics within family and educational institutions relationships and their profound
Development is published by EnPress impacts on students’ academic success.
Publisher, LLC. This work is licensed
under the Creative Commons Keywords: family functioning; parental attachment; students’ academic success; mediation
Attribution (CC BY) license. analysis
https://creativecommons.org/licenses/
by/4.0/
1. Introduction
The progress of any society is inherently linked to its educational prowess. The
efficacy of an educational system is gauged based on several key factors, including its
components, leadership, and the oversight of students’ education (Bielaczyc and
Collins, 2009). Students’ academic success, on the other hand, is a complex interplay
of numerous elements. These encompass factors such as family dynamics, the quality
of instructors and professors, the ingenuity of education and curriculum designers, the
nurturing educational environment, as well as the economic and cultural backdrop.
Additionally, parental attributes like work engagement and educational attainment
also play a significant role (Albertini et al., 2012; Lieberman et al., 2005; McFarlane
et al., 1995).
Furthermore, there are several other variables that contribute to academic
struggles among teenagers, including challenges such as parental addiction, absentee
parenting, financial constraints, and more (Needham et al., 2004). It’s crucial to
1
emphasize that not only does academic achievement hold implications for scientific
progress, but it also exerts a substantial impact on the mental well-being of adolescents
(Caspi et al., 1998). Conversely, academic setbacks and the emotional distress they
bring about can exact a toll on students’ mental health, which in turn bears societal
consequences (Broderick and Jennings, 2012).
Given these multifaceted dynamics, it becomes imperative to identify the
constituent elements that contribute to academic success while simultaneously taking
measures to prevent academic underachievement.
Numerous studies have been undertaken to delve into the myriad factors that
influence students’ academic accomplishments. For instance, Ding et al. (2009)
unveiled a connection between academic struggles and compromised physical and
mental health. Kim et al. (2020) illuminated a negative association between children’s
academic achievements and an authoritarian parenting style. Conversely, their
research found no correlation between children’s academic performance and an
authoritative style, a finding consistent with previous studies by Leung et al. (1998),
Parsasirat et al. (2013), and Pong et al. (2010). In addition, Rodríguez et al. (2017)
highlighted the role of parental approaches and motivation in determining academic
success. A multitude of family-related factors, including children’s strategy and
leadership, cognitive development, cultural influences, educational engagement,
social interaction, and ethical values, have been revealed to impact academic outcomes
(Yamamoto and Holloway, 2010; Marici et al., 2023; Iosim et al., 2022; Marici et al.,
2022; Nadolu et al., 2020; Chiș et al., 2022).
When a family functions effectively as a social institution, it not only nurtures
well-adjusted individuals for society but also wields a positive influence on other
societal structures such as the judicial, governmental, and economic systems (Walker
et al., 2019). The efficacy of a family hinges upon its adaptability to change, conflict
resolution capabilities, the promotion of unity among family members, adept
disciplinary measures, respect for interpersonal boundaries, and adherence to
institutional policies intended to safeguard the family unit as a whole (Chirico and
Salvato, 2008). In contrast, dysfunctional family dynamics, as posited by Walker and
Bantebya-Kyomuhendo (2014), can culminate in academic underachievement, fraying
social bonds, social alienation, and substance abuse.
Numerous research works, such as those by Chen et al. (2000) and McDermott
(2007), have identified various family-related factors that positively influence
adolescents’ academic performance. These encompass family’s cultural aptitude,
parental involvement in school matters, attachment to their children’s peers, the
educational background of the family, vigilant monitoring, socioeconomic status, and
the mitigation of family conflicts (Gilman et al., 2003; Munyon et al., 2019; Zeanah
et al., 2011).
In the same vein, the paper (Jaiswal, 2017) explores the significance of parental
involvement in the education and development of children. This research article delves
into the various dimensions of parental involvement and presents strategies that can
be employed to enhance parents’ active engagement in their children’s educational
journey.
In summary, the academic trajectory of students is influenced by a multifaceted
interplay of factors, particularly those within the family sphere. Recognizing and
2
understanding these elements are pivotal steps in fostering academic success and
preventing underachievement among adolescents.
In light of the intricate interplay between family dynamics and academic
achievement among students, it becomes imperative to delve deeper into the
mechanisms underlying this relationship. The educational journey of adolescents is
profoundly influenced by factors within the family sphere, including family
functioning. Family functioning encompasses a myriad of attributes such as
adaptability, conflict resolution, unity, disciplinary strategies, and adherence to
institutional policies. When a family operates effectively as a social institution, it
nurtures individuals who are better equipped for success in the wider societal context,
thus impacting not only their academic pursuits but also other social institutions within
the community.
Building upon this understanding, our research hypothesis (H1) posits that the
association between family functioning and academic success, as measured through
faculty grades, is comprehensively mediated by two crucial factors: emotional bonding
with parents and parent-child contact. Specifically, we anticipate that higher levels of
family functioning will be directly associated with higher emotional bonding with
parents. Moreover, greater parental control and interaction will emerge as an integral
part of this relationship, thereby leading to higher academic grades among students. In
essence, we posit that emotional bonds and parent-child contact act as pivotal
mediators, channeling the influence of family functioning onto academic success.
This hypothesis forms the cornerstone of our research, allowing us to explore the
intricate dynamics at play within the family unit and their far-reaching implications
for the academic achievements of adolescents. By rigorously examining these
relationships, we seek to gain a comprehensive understanding of the multifaceted
factors that contribute to academic success and to provide valuable insights for both
educational practitioners and policymakers.
2. Review of literature
Epstein’s perspective on family functioning, as encapsulated in the McMaster
family functioning model theory (Miller, et al., 1985), underscores the pivotal role of
the family system. According to Epstein, the family’s fundamental purpose is to create
an environment that facilitates the holistic growth of its members, encompassing
physical, psychological, social, and other essential dimensions (Epstein et al., 1983).
To fulfill this foundational role effectively, the family system must engage in a
spectrum of activities, including basic tasks, developmental tasks, and emergency
duties (Epstein et al., 1978; Epstein et al., 2003). These tasks collectively contribute
to the nurturing of family members and their overall development.
Epstein’s model categorizes families into six distinct types based on their
proficiency in carrying out these core responsibilities, including their proficiency in
problem-solving, maintaining open communication patterns, developing behavioral
roles, managing emotional reactions, fostering emotional involvement, and employing
behavior control strategies.
Numerous factors come into play when assessing family functioning, as
extensively examined in the scientific literature (Dai and Wang, 2015). Family
3
structure emerges as a significant influence, with distinctions between single-parent

and complete families (Lee and Beatty, 2002). Additionally, the family’s social and
economic status plays a pivotal role, encompassing variables such as monthly income,
economic stability, paternal occupation, paternal educational background, and living
conditions (Hauser, 1994).
Furthermore, the quality of relationships among family members holds
paramount importance, encompassing parent-child dynamics, spousal relationships,
and other interpersonal interactions, including parenting styles (Hautsalo et al., 2013).
The life stage of the family also emerges as a crucial determinant, with families
traversing various phases, including young married couples without children, phases
with preschool or elementary school children, the teenage years, midlife, the empty
nest stage, and the retirement years (Jeffrey et al., 2008). Additionally, life events
experienced by the family can significantly impact its functioning (Lavee et al., 1987;
Hussong et al., 2022).
Collectively, these multifaceted factors contribute to our understanding of family
functioning, highlighting the intricate web of elements that shape this critical social
institution.
A core element approached by many researchers while connecting to the concept
of family functioning is parental attachment. Attachment theory is one of the most
popular and empirically grounded theories relating to parenting (Benoit, 2004).
According to attachment theory as proposed by Bowlby (1969), mental
representations of self and other emerge from early relationships with caregivers—
usually but not necessarily the mother—and act as a guide for subsequent close or
intimate relationships (Adam et al., 2004). Empirical support for the classifications of
child attachment styles was provided by Ainsworth and collaborators (2015).
Researchers have applied the concept of attachment to the relationship of adolescents
and young adults (Bartholomew, 1990; Main et al., 1985). Studies using measures of
adult attachment have found similar attachment styles in adult relationships (Daniel,
2006; Scharfe and Bartholomew, 1994; Jacobvitz et al., 2002).
Family attachment plays a pivotal role in influencing school performance by
fostering academic motivation, boosting self-esteem, enhancing resilience, promoting
cognitive development, and facilitating emotional regulation (Bacro, 2012). Children
with secure attachments often feel more supported and encouraged in their academic
pursuits, leading to higher levels of commitment to their education. Moreover, family
functioning, in general, can substantially impact school performance. Supportive
families provide necessary resources and encouragement for academic success,
maintain positive home environments that promote routines and structure, facilitate
effective communication about school-related matters, actively engage in their child’s
education, and reduce stressors that might otherwise hinder a child’s ability to focus
on their schoolwork. In summary, secure family attachments and positive family
functioning have a profound influence on various aspects of school performance,
including emotional well-being, motivation, cognitive development, and resilience, all
of which contribute to a child’s success in school.
Rezaei-Dehaghani et al. (2018) claimed that while parental disagreement with
children has no direct and meaningful impact on their academic success, fostering
family warmth and self-motivation do. A family’s emotional climate, its members’
4
relationships and communication, and its parenting practices all affect how well its
members succeed in various occupations (Raike and Thompson, 2006; Tsela et al.,
2022).
The theoretical framework underlying parental impressions emphasizes that
parents’ views and beliefs about their children significantly influence their parenting
behaviors and interactions. This perspective suggests that parents’ perceptions of their
children’s needs, abilities, and behaviors can impact the parent-child relationship and,
consequently, the child’s development and well-being. Moreover, parental
impressions are often rooted in attachment theory, which underscores the significance
of secure parent-child attachments in fostering healthy emotional development. Within
this context, the concept of parental impressions aims to measure the quality of these
impressions, reflecting the strength and security of the parent-child attachment bond.
Theoretical assumptions regarding parental impressions also align with social
cognitive theories, which propose that parents’ beliefs about their children’s
capabilities can shape their parenting practices and influence the child’s self-concept
and academic outcomes.
The presumption of the positive effects resulting from emotional bonding and
parent-child contact on academic achievement is grounded in an extensive body of
scholarly research and empirical evidence. These foundational elements serve to
cultivate a nurturing and supportive milieu within the familial context, thus
emphasizing their paramount importance in fostering a child’s emotional well-being,
bolstering self-esteem, and igniting motivation. The premise underpinning this
association posits that children, when enveloped in an atmosphere of affection,
appreciation, and emotional security, tend to exhibit favorable attitudes toward the
learning process, subsequently translating into enhanced academic accomplishments.
Furthermore, emotional bonding and consistent parent-child contact cultivate an
environment conducive to open and effective intrafamilial communication. Within this
framework, children are actively encouraged to openly articulate their concerns,
questions, and academic challenges, thereby establishing a conduit through which
parents can provide guidance, address inquiries, and extend assistance as deemed
necessary. This nurturing communication channel, in turn, exerts a propelling
influence on the child’s academic performance.
Parents who are actively engaged in their child’s life, inclusive of their
educational journey, wield considerable influence as role models. Empirical evidence
underscores the fact that children are predisposed to mirror the behaviors and value
systems demonstrated by their parents. Consequently, parents who exemplify a
genuine commitment to education and lifelong learning invariably motivate their
offspring to cultivate a similar zeal for their scholastic pursuits.
In addition to their modeling role, emotional bonding and parent-child contact
provide opportunities for parents to dispense encouragement and motivation. By
celebrating even modest achievements and administering positive reinforcement,
parents bolster their child’s self-confidence and determination—attributes that are
pivotal to academic success.
Moreover, regular interaction with parents affords the capacity for the continuous
monitoring of a child’s academic progression. Parents can effectively stay apprised of
their child’s strengths and areas necessitating additional support, thereby enabling the
5
timely implementation of remedial measures when academic challenges arise. This

vigilant oversight plays an instrumental role in the early identification and effective
resolution of academic impediments.
Furthermore, parental involvement often extends to the provision of essential
resources conducive to academic accomplishment. Such resources may encompass
access to educational materials, the establishment of a tranquil and conducive study
environment, or participation in extracurricular activities that complement academic
development. Emotional bonding and parent-child contact serve as a platform for
dialogue surrounding the acquisition and optimal utilization of these educational
resources.
Intrinsic to their roles as nurturers, strong emotional bonds and supportive parent-
child relationships serve to mitigate the deleterious effects of academic stress. When
children are cognizant of the presence of a dependable source of emotional support in
their parents, they are better equipped to confront the rigors and pressures inherent in
their educational pursuits. This, in turn, translates into improved concentration, focus,
and overall academic performance.
Finally, emotional bonding and parent-child contact contribute to a positive and
gratifying learning experience. Through active engagement in educational activities,
such as shared reading or the exploration of new subject matter, parents instill in their
children a profound love for learning. This intrinsic motivation becomes a powerful
driving force for academic achievement, rendering the process of learning deeply
fulfilling and fostering its pursuit as a lifelong endeavor.
In the context of the literature review, “parental attachment” refers to the
emotional bonding and connection that children develop with their parents or
caregivers. This term encompasses the deep and affectionate relationship that children
form with their parents, which plays a crucial role in their emotional development and
overall well-being.
Based on the literature review, this study further tested the hypothesis H1: The
relationship between family functioning and academic grades success measured
through faculty grades is fully mediated by emotional bonding with parents and
parent-child contact such that higher levels of family functioning are associated with
higher emotional bonding with parents and greater parental control, which in turn are
associated with higher academic grades.
The decision to omit the parental impressions subscale from the mediation
analysis is consistent with the theoretical framework of the research hypothesis,
enhances model parsimony, reduces the risk of Type I error, aligns with the study’s
research focus, and promotes resource efficiency. This scientifically justifiable
omission allows for a more focused and meaningful investigation into the mediation
effects of emotional bonding and parent-child contact on academic grades. Therefore,
it is reasonable to exclude parental impressions from the mediation analysis as they do
not align with the central focus of the research question. From a statistical perspective,
maintaining model parsimony is essential. Including additional variables in a
mediation analysis that are not theoretically aligned with the research question can
lead to increased complexity without commensurate gains in explanatory power.
Omitting parental impressions simplifies the model, making it more interpretable and
easier to draw meaningful conclusions from. By excluding parental impressions, we
6
intend to reduce the likelihood of identifying spurious mediation effects that may not
have theoretical or practical significance. Thus, omitting parental impressions
conserves valuable research resources and ensures that efforts are directed toward
variables central to the research question.
The hypothesis begins by addressing the connection between family functioning
and academic grades success measured through faculty grades. In essence, it seeks to
understand how the overall health and dynamics of a family might influence a
student’s academic performance as indicated by their grades. The hypothesis
introduces two mediating factors, emotional bonding with parents and parent-child
contact, which are theorized to play a role in the relationship between family
functioning and academic grades. Emotional bonding with parents refers to the
emotional connection and attachment a student has with their parents. This emotional
bond is considered crucial for overall well-being. Parent-child contact encompasses
the interactions, involvement, and communication between parents and their child. It
involves various aspects of parent-child relationships. The hypothesis proposes that
the relationship between family functioning and academic grades is not direct but is
rather mediated or influenced by these two factors: emotional bonding and parent-
child contact.
It suggests that higher levels of family functioning are associated with two
aspects:
• Higher emotional bonding with parents: If a family functions well, it is more
likely to foster a strong emotional bond between parents and their child, and
• Greater parental control: Effective family functioning may also involve
appropriate levels of parental control and involvement in the child’s life.
Finally, the hypothesis posits that these two mediating factors, emotional bonding
and parent-child contact, have a significant impact on academic grades. It suggests
that when family functioning is high, leading to stronger emotional bonding and
parental control, this, in turn, results in higher academic grades for the student.
In essence, this hypothesis explores a complex relationship between family
dynamics, emotional connections, parental involvement, and their combined influence
on a student’s academic performance. It suggests that the influence of family
functioning on academic grades is not direct but rather operates through the mediating
factors of emotional bonding and parent-child contact. The hypothesis sets the stage
for empirical testing to determine the extent to which these factors are interconnected
and affect academic success.
The order of mediator variables in this hypothesis, placing emotional bonding
with parents before parent-child contact, is based on theoretical reasoning and the
logical sequence of how these factors are expected to influence academic grades
within the context of family functioning. Emotional bonding with parents is often
considered the foundational element in parent-child relationships. This emotional
connection forms the basis for trust, security, and a sense of belonging within the
family. The strength of emotional bonding can significantly impact a child’s overall
emotional well-being, self-esteem, and motivation. When children feel emotionally
connected to their parents, they are more likely to experience a positive emotional state.
Positive emotions, such as feeling loved, supported, and understood, can create a
7
conducive environment for effective learning. Emotional well-being is closely linked

to the motivation to engage in academic tasks, seek help when needed, and persist in
the face of challenges. Therefore, emotional bonding is positioned as the initial
mediator in our hypothesis because it lays the emotional foundation necessary for a
child’s academic success. It influences a child’s emotional state, which, in turn, affects
their attitude and approach to academics.
Parent-child contact, while closely related to emotional bonding, represents the
practical aspect of parent-child interaction. It encompasses various forms of
communication, involvement in a child’s daily life, and the quality of time spent
together.
Once emotional bonding is established, it provides a secure platform for effective
parent-child contact. Children who feel emotionally connected to their parents are
more likely to engage positively in interactions and maintain open communication.
Parent-child contact serves as the avenue through which parents can provide academic
support, guidance, and reinforcement. It includes discussions about school, assistance
with homework, encouragement, and participation in extracurricular activities. By
placing parent-child contact as the subsequent mediator, we acknowledge that this
practical interaction occurs within the context of emotional bonding. It is through this
contact that the emotional connection is translated into tangible support and
involvement in a child’s academic journey.
Together, emotional bonding and parent-child contact create a powerful
combination that is expected to influence academic grades. Emotional bonding fosters
the right emotional mindset for learning, while parent-child contact translates this
emotional foundation into concrete actions that support academic success. The
combination of emotional well-being and active parental involvement is likely to result
in higher levels of motivation, improved study habits, effective problem-solving, and
a sense of academic responsibility. Consequently, academic grades are expected to be
positively impacted by this combined influence, as students who experience emotional
bonding and constructive parent-child contact are better equipped to perform well
academically.
In summary, the order of mediator variables in our hypothesis reflects a logical
sequence wherein emotional bonding serves as the foundational mediator, influencing
emotional well-being and motivation, followed by parent-child contact as the
subsequent mediator, facilitating practical support and involvement in academics.
Together, these factors are expected to mediate the relationship between family
functioning and academic grades.
3. Methodology
Sequential mediation analysis is a valuable statistical method that aligns with our
research objective of exploring the mediating role of parent-child emotional bonding
in the context of family functioning and academic performance. This analytical
approach allows us to delve into the complex relationships between multiple variables
within a structured sequence of mediating steps.
In the context of our study, sequential mediation analysis serves as a robust tool
for uncovering the intermediate factors that elucidate the relationship between family
8
functioning (the independent variable, IV) and academic performance (the dependent
variable, DV). It allows us to systematically examine how parent-child emotional
bonding and parent-child contact, acts as mediating agents in this specific order. We
have further used in the analysis the general score obtained for family functioning,
instead of using the instrument’s subscales. In essence, the choice to employ the
general score for family functioning in the analysis aligns with the research objectives,
simplifies the model, avoids statistical challenges related to multicollinearity, and
provides a comprehensive view of family dynamics. It is a methodologically sound
approach that enhances the clarity and depth of the analysis, ultimately contributing to
a more robust understanding of the relationship between family functioning and
academic grades.
The process of sequential mediation analysis involves hypothesizing a series of
mediators that play a role in conveying the effect of family functioning to academic
performance. These mediators are assumed to operate in a particular sequence,
meaning that each mediator sequentially influences the relationship between family
functioning and academic performance. The calculation of the indirect effect, which
quantifies the mediating influence of these sequential mediators, relies on multiplying
the coefficients associated with each mediator along the pathway.
To execute sequential mediation analysis, we employ structural equation
modeling. This methodology enables us to not only estimate the direct and indirect
effects of family functioning on academic performance but also to delineate the unique
contributions of each mediator within the sequential pathway.
By adopting sequential mediation analysis, our research aims to gain a
comprehensive understanding of the nuanced mechanisms that expound the
relationship between family functioning, parent-child emotional bonding, parent-child
contact and academic performance.
3.1. Participants
The study employed a convenience sampling approach, a method deliberately
chosen for its practicality and ease of accessibility within the research context. The
sample consisted of 200 valid responses, all of which were collected through an online
investigation. These participants represent a specific demographic—students from
western Romania. Convenience sampling, while advantageous in terms of its
expediency, does present potential limitations. Notably, since participants were not
randomly selected from the broader population, there exists the possibility of sampling
bias. It’s crucial to recognize that the findings may be influenced by the characteristics
and perspectives of this specific group of students, and caution should be exercised
when generalizing the results to a wider population.
Regarding the sample size, the decision to work with 200 participants was made
considering the complexity of the model under investigation. Although sample size
estimation was not conducted using statistical software like G-Power, the choice was
guided by the available resources and the objective of obtaining a sufficiently robust
dataset to explore the proposed relationships comprehensively. However, it’s essential
to acknowledge that a larger sample size would enhance the generalizability of the
findings and provide a more robust statistical foundation.
9
In relation to the university enrollment year within the total sample of 200
participants, it was found that 22 participants (11.055%) were in their 1st year, 35
(17.588%) were in the 2nd year, and the majority, 142 (71.357%), were in their 3rd
year of enrollment. Notably, there was one missing response in this category.
Furthermore, the distribution of responses regarding the variable “family type”
within the same sample is presented. Participants were provided with multiple
response options and an “Other” category for specification. Results indicate that 113
participants (56.5%) reported belonging to a nuclear family, while 10 (5%) reported
living in a single-parent family due to the death of one parent, and 21 (10.5%) reported
residing in a single-parent family due to divorce. Additionally, some responses
indicated living in families where one or both parents were working abroad. A
minority of participants, specifically 5 (2.5%), selected the “Other” category and
specified their family type. Importantly, there were no missing responses within this
variable.
The study’s participant age distribution encompassed a wide range, with
individuals as young as 20 years and as old as 35 years. To provide a more detailed
overview, participants were stratified into distinct age groups. The majority of
participants, constituting 45% of the sample, fell within the 25–29 years age range,
indicating a central tendency toward the late twenties. Those aged 20–24 years
represented 30% of the participants, while individuals aged 30–34 years comprised
20% of the sample. A smaller proportion, accounting for 5% of participants, was aged
35 and above. These categorizations offer insights into the age distribution of the
study’s participants, with an overall average age of 28 years.
Regarding gender, the findings reveal that the sample was evenly split, with 100
participants (50%) identified as male and 100 (50%) as female, and there were no
instances of missing responses. Concerning participants’ location, 98 (49%) reported
living in rural environments, while 102 (51%) indicated living in urban environments.
Notably, there were no missing responses for this variable.
Lastly, participants were presented with various options representing different
grades, and the results indicate that the majority of participants fell within the range
of 7.5 to 9.5. Specifically, the highest percentage, 24.5%, scored between 8.5 and 9. It
is noteworthy that there were no missing responses in this category. Interpreting
academic scores within the Bologna framework, particularly in the context of Romania,
requires an understanding of the country’s higher education grading system. Grading
systems can vary significantly between countries, making it essential to provide
specific insights for international researchers seeking to comprehend academic
performance within the Romanian educational landscape. In Romania, the grading
scale for higher education typically ranges from 1 to 10, with 10 representing the
highest attainable grade. This scale is commonly used to evaluate individual course
performance, assignments, and examinations. To successfully pass a course in
Romanian universities operating under the Bologna system, students often need to
achieve a minimum passing grade, which is usually set at 5 or higher on the 1 to 10
scale. It is important to note that grade distributions may vary between courses and
programs. In some instances, it may be typical for a majority of students to receive
scores within the 7.5 to 9.5 range, while higher or lower scores might be less common.
In Romania’s higher education system, individual course scores contribute to a
10
student’s Grade Point Average (GPA). The Romanian GPA scale is typically
calculated on a 1 to 10 basis, aligning with the grading scale. When interpreting
academic scores in the context of Bologna studies and Romania, it is beneficial to
provide comparisons to international grading standards, such as the European Credit
Transfer and Accumulation System (ECTS) grading scale, which is widely used across
Europe. This facilitates a more meaningful assessment of academic achievement and
allows for international benchmarking.
3.2. Instruments
Regarding the academic success of the students, the dependent variable of our
research, we used one numerical indicator: the average obtained in the last semester at
the university.
To assess family functionality and parental attachment, the study employed
standardized instruments drawn from established sources within the field. The
McMaster Family Assessment Device (FAD) scale, a widely recognized tool, was
employed to evaluate family functionality. The FAD scale is a comprehensive
instrument designed to gauge various aspects of family functioning, including
problem-solving, communication, family roles, affective responsiveness, affective
involvement, behavior control, and general functioning. These subscales offer a
nuanced examination of the multifaceted dimensions of family dynamics and
functioning.
The McMaster Family Assessment Device (FAD) is a well-established
standardized instrument designed to assess multiple dimensions of family functioning
within the context of the McMaster Model of Family Functioning (MMFF).
Developed by Epstein et al. (1983), this instrument employs a summative Likert scale
with five levels of intensity and comprises 60 statements that respondents rate based
on how well each statement describes their own family dynamics. The FAD assesses
several critical aspects of family functioning:
1) Problem-solving: This dimension evaluates the family’s ability to solve problems
in a manner that supports increased functioning (e.g., handling difficulties
effectively).
2) Communication: It measures the clarity and directness of verbal messages within
the family and the extent to which messages are intended for the appropriate
recipient.
3) Roles: This subscale assesses the distribution and management of family roles,
including responsibilities and tasks assigned among family members.
4) Affective Responsiveness: It gauges how well family members respond
functionally to both positive and negative emotional stimuli of high intensity.
5) Affective Involvement: This dimension assesses the extent to which family
members share common interests and passions and value each other’s activities
and concerns within a harmonious psychosocial environment.
6) Behavior Control: It examines how the family expresses and maintains standards
for member behavior, encompassing different control models and parenting
styles.
7) General Functioning: This scale provides an overall evaluation of the family’s
11
functioning level, taking into account various aspects of family dynamics.

To calculate subscale scores, respondents’ ratings for each statement within a
given subscale are summed and divided by the number of items in that subscale.
Higher FAD scores correspond to lower levels of family functioning. Widely used in
both research and clinical practice, the FAD serves various purposes, such as
identifying families facing challenges, pinpointing specific areas of concern, and
evaluating the impact of family therapy interventions (Wan Zulkifli et al., 2017). It
provides valuable insights into family structures and relationships, contributing to a
comprehensive understanding of family dynamics and functioning.
Regarding the FAD scale’s reliability assessment, the Cronbach’s Alpha
coefficient for the total of 60 items was found to be 0.94, indicating strong internal
consistency. The mean score for this scale was 3.385, with a standard deviation of
0.642, suggesting a moderate level of variability within the responses. Several
statistical tests were conducted to further evaluate the scale. Tukey’s Test for
Nonadditivity yielded an F coefficient of 32.649, which was highly significant at p <
0.001, indicating the presence of nonadditivity in the responses. Hotelling’s T-Squared
Test produced an F value of 3.289, also significant at p < 0.001, providing additional
evidence of the scale’s reliability. Bartlett’s test coefficient was calculated to be
11,335.210, signifying statistical significance. Similarly, the Chi-squared Test yielded
a coefficient of 2126.081, which was also significant at p < 0.001.
In addition to the FAD scale, the study utilized the Tanaka Scale, another well-
established measurement instrument, to assess parental attachment. The Tanaka Scale
is specifically designed to evaluate the degree of attachment between parents and their
children. It encompasses multiple subscales, including parent-child contact, emotional
bonding, and parental impression. These subscales collectively capture the parent-
child relationship, shedding light on the emotional and interpersonal dynamics within
families.
The Tanaka Scale for Parental Attachment, developed by Tanaka (1999), is a
widely recognized self-report questionnaire designed to assess parental attachment in
adolescents. This instrument is frequently employed in research studies to evaluate the
quality of attachment between adolescents and their parents. Comprising 27 items,
each rated on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly
agree), the scale seeks to measure various facets of the parent-adolescent relationship.
The 27 items have been organized into three subordinate scales through the process of
factor analysis. These three subscales are denoted as follows: 1) Parent-child contact,
2) Emotional bond, and 3) Parental impressions. These items specifically target the
levels of emotional closeness, trust, and communication that exist between adolescents
and each of their parents. Sample items from the scale include statements like “I feel
close to my mother/father” and “I can talk to my mother/father about anything.”
Respondents’ scores on the scale reflect the extent of their attachment to the respective
parent, with higher scores indicative of stronger parent-child attachment bonds.
The Tanaka Scale for Parental Attachment has undergone rigorous validation in
numerous studies and has consistently demonstrated robust psychometric properties.
These include excellent internal consistency and test-retest reliability, as documented
in research conducted by Tanaka and Wekerle (2003) and subsequent studies (Tanaka,
2020). This instrument serves as a valuable tool for both researchers and clinicians
12
interested in gaining insights into the dynamics of parent-child attachment during

adolescence.
Concerning the Tanaka scale, the reliability assessment revealed a high level of
internal consistency, with a Cronbach’s Alpha coefficient of 0.969 for the total of 27
items. The mean score for this scale was 4.668, and the standard deviation was 1.508,
indicating variability among the responses. In terms of statistical tests, the ANOVA
with Tukey’s Test for Nonadditivity resulted in a coefficient F = 3.439, which was
highly significant at p < 0.001, suggesting nonadditivity in the responses. Similarly,
Hotelling’s T-Squared Test produced an F value of 3.229, also significant at p < 0.001,
reinforcing the scale’s reliability. Bartlett’s test coefficient was calculated as 7493.906,
signifying statistical significance. The Chi-squared Test yielded a coefficient of
966.026, which was also significant at p < 0.001.
By employing these standardized instruments, the study aimed to provide a robust
and comprehensive assessment of family functionality and parental attachment,
facilitating a thorough exploration of their relationships with academic performance.
The utilization of well-established scales adheres to established research practices and
ensures the reliability and validity of the data collected in this study.
4. Findings
For the statistical analyses conducted in this research, we utilized two primary
software tools: JASP (Joint Analysis of Statistic Programming) version 0.16.3.0 and
SPSS (Statistical Package for the Social Sciences) version 26 with the Process macro
extension.
For the subscales of the two instruments, we present in Table 1 the descriptive
statistics obtained. We opted to fully present the descriptives of all subscales of the
Tanaka scale, even if parental impression was further omitted form the mediation
analysis.
Table 1 presents the descriptive statistics for the FAD and Tanaka subscales. For
the Tanaka subscales, the mean scores and standard deviations are as follows: Tanaka
parent-child contact (Mean = 4.602, SD = 1.944), Tanaka emotional bond (Mean =
4.711, SD = 1.286), and Tanaka parental impression (Mean = 4.772, SD = 1.363).
Regarding the FAD Subscales, the mean scores and standard deviations are
reported as follows: FAD problem solving (Mean = 3.680, SD = 0.837), FAD
communication (Mean = 3.585, SD = 0.781), FAD roles (Mean = 3.257, SD = 0.695),
FAD affective responsiveness (Mean = 3.367, SD = 0.877), FAD affective
involvement (Mean = 2.918, SD = 0.846), FAD behavior control (Mean = 3.239, SD
= 0.632), and FAD general functioning (Mean = 3.595, SD = 0.881).
These statistics provide valuable insights into the central tendencies and
variability within the sample for each of the assessed subscales, contributing to a better
understanding of the data distribution and characteristics. Additionally, the Shapiro-
Wilk tests suggest that the data for all subscales were not normally distributed, as all
p-values were less than 0.05. This means that non-parametric tests may be more
appropriate for analyzing the data, as they do not assume normality.
13
Table 1. FAD and Tanaka subscales descriptive statistics.

Mean Std. deviation Variance Shapiro-Wilk P-value of Shapiro-Wilk
Tanaka parent
4.602 1.944 3.778 0.901 < 0.001
child contact
Tanaka
4.711 1.286 1.653 0.966 < 0.001
emotional bond
Tanaka parental
4.772 1.363 1.858 0.905 < 0.001
impression
FAD problem
3.680 0.837 0.700 0.921 < 0.001
solving
FAD
3.585 0.781 0.609 0.954 < 0.001
communication
FAD roles 3.257 0.695 0.483 0.978 0.003
FAD affective
3.367 0.877 0.769 0.964 < 0.001
responsiveness
FAD affective
2.918 0.846 0.716 0.977 0.002
involvement
FAD behavior
3.239 0.632 0.399 0.982 0.013
control
FAD general
3.595 0.881 0.776 0.915 < 0.001
functioning
Table 2. FAD and Tanaka subscales Pearson’s Correlations.

1. Tanaka 2. Tanaka 3. Tanaka 4. FAD 5. FAD 6. FAD 7. FAD 8. FAD 9. FAD 10. FAD
Variable parent child emotional parental problem communication roles affective affective behavior general
contact bond impression solving responsiveness involvement control functioning
1. Tanaka parent
- - - - - - - - - - - - - - - - - - - -
child contact
2. Tanaka
0.807 *** - - - - - - - - - - - - - - - - - -
emotional bond
3. Tanaka parental
0.680 *** 0.800 *** - - - - - - - - - - - - - - - -
impression
4. FAD problem
0.223 ** 0.281 *** 0.407 *** - - - - - - - - - - - - - -
solving
5. FAD
0.553 *** 0.618 *** 0.695 *** 0.545 *** - - - - - - - - - - -
communication
6. FAD roles 0.514 *** 0.586 *** 0.626 *** 0.096 0.710 *** - - - - - - - - - -
7. FAD affective
0.529 *** 0.582 *** 0.642 *** 0.207 ** 0.764 *** 0.811 *** - - - - - -- -
responsiveness
8. FAD affective
0.381 *** 0.373 *** 0.408 *** 0.328 *** 0.415 *** 0.756 *** 0.662 *** - - - - - -
involvement
9. FAD behavior
0.488 *** 0.557 *** 0.650 *** 0.156 * 0.640 *** 0.776 *** 0.749 *** 0.670 *** - - - -
control
10. FAD general
0.579 *** 0.658 *** 0.696 *** 0.477 *** 0.874 *** 0.785 *** 0.816 *** 0.498 *** 0.727 *** - -
functioning
The correlation matrix provided in Table 2 reveals valuable insights into the
relationships between various aspects of family functioning and parent-child
attachment. Correlations interpretation was done according to Cohen (1988). Starting
with the Tanaka parent-child attachment scale, it’s evident that a stronger Tanaka
parent-child contact is positively associated with a deeper Tanaka emotional bond (r
= 0.807, p < 0.001), indicating that more frequent parent-child interactions tend to
coincide with stronger emotional connections between parents and children. Moreover,
this parent-child contact also has a positive correlation with Tanaka parental
impression (r = 0.680, p < 0.001), suggesting that positive impressions of parents are
14
fostered when there is increased parent-child interaction.

Delving into the Tanaka emotional bond, it becomes clear that this emotional
connection extends its influence to family functioning. It exhibits strong positive
correlations with various domains of family functioning as assessed by the Family
Assessment Device (FAD). Notably, the FAD communication (r = 0.695, p < 0.001),
FAD Roles (r = 0.626, p < 0.001), and FAD affective responsiveness (r = 0.642, p <
0.001) subscales exhibit strong associations with emotional bonding. This implies that
when emotional bonds between parents and children are stronger, family dynamics
related to communication, roles, and emotional responsiveness tend to be healthier.
Simultaneously, Tanaka parental impression also underscores the importance of
parental perceptions. It exhibits positive correlations with all FAD subscales, with
particularly strong associations observed in FAD general functioning (r = 0.696, p <
0.001) and FAD communication (r = 0.695, p < 0.001).
Furthermore, the FAD subscales themselves depict expected patterns. They
exhibit positive correlations with each other, implying that healthier family
functioning in one aspect often aligns with healthier functioning in others.
Additionally, they collectively show positive associations with the Tanaka emotional
bond and Tanaka parent-child contact subscales, highlighting the interconnectedness
between strong emotional bonds, positive parent-child contact, and various facets of
family functioning.
In summary, these correlations underscore the complex relationships between
parent-child attachment and family functioning. They emphasize that positive parent-
child contact, emotional bonding, and parental impressions are interrelated and
contribute to a more nurturing and supportive family environment. These findings
highlight the significance of understanding these complex dynamics within families
and their potential impacts on academic success.
Next, we conducted a serial mediation analysis to investigate the complex
relationship between general family functioning, academic success, and the sequential
mediating factors of parent-child emotional bond and parent-child contact. The
analysis was performed using SPSS Process Macro Model 6 (Hayes, 2022) with a
sample size of 200 participants. The dependent variable in this analysis was academic
success, as measured by the last semester grades, while the independent variable was
general family functioning (FAD). The sequential mediators included emotional bond
and parent-child contact, as illustrated in Figure 1.
Figure 1. Hypothesized sequential mediation model.
The results of the serial mediation analysis yielded important insights into the
relationships under investigation.
The total effect model revealed a significant total effect of general family
functioning (FAD) on academic success, with a coefficient of b = 0.4912 (p < 0.0028).
15
However, when considering the presence of the sequential mediators, the direct effect
of FAD on academic success was no longer statistically significant (b = 0.1341, p >
0.05).
Importantly, the analysis validated our hypothesis, indicating a significant
indirect effect of general family functioning on academic success through the
sequential mediating factors of parent-child emotional bond and parent-child contact,
with an estimated coefficient of 0.3415 (t = 2.3105, p < 0.0028). This finding supports
the hypothesis stating that the influence of family functioning on academic success is
fully mediated by the quality of parent-child emotional bonds and the extent of parent-
child contact.
To provide further evidence, completely standardized indirect effects were
calculated, demonstrating that the total indirect effect (β = 0.1530) was consistent with
the hypothesis of full complementary mediation. Specifically, the sequential
mediation pathway involving emotional bond and parent-child contact contributed
significantly to the overall relationship between general family functioning and
academic success.
The serial mediation analysis results are presented in Table 3.
Table 3. Serial mediation analysis of general family functioning on academic success through parent-child emotional
bond and parent-child contact.
Total Effect (FAD Direct effect (FAD Indirect Confidence
Relationship t-value
→ Faculty grades) → Faculty grades) effect intervals
H1: FAD → Emotional bond →
Total effect (X → Y) 0.4912 0.1341 Parent-child contact → Faculty 0.3571 [0.0351, 0.7310] 3.0293
grades
Direct effect (X → Y) - 0.1341 - - - 0.6333
C1: Emotional bond → Faculty
Indirect effect (X → Y) - - −0.0387 [−0.4585, 0.4289] −0.0084
grades
C2: Parent-child contact →
- - - 0.0589 [−0.0084, 0.1655] 0.0580
Faculty grades
C3: Emotional bond → Parent-
- - - 0.3368 [0.0580, 0.6354] 2.5304
child contact → Faculty grades
Note: FAD = General family functioning, X = FAD (independent variable), Y = Academic success (dependent variable).
Table 3 summarizes the total effect, direct effect, and indirect effects of general
family functioning on academic success through the mediating factors of parent-child
emotional bond and parent-child contact. The relationship between the variables is
tested, and t-values are reported along with 95% confidence intervals.
Overall, the two mediators fully and complementary mediated the relationship
between family functioning and academic success, indicating that students raised in
highly functioning families, with a tight parent-child connection and bond were more
likely to have higher levels of academic success. The combined sequential mediation
effect of emotional bond and parent-child contact is highly significant (0.3368, t =
2.5304, p < .0122). This suggests that the influence of general family functioning on
academic success operates through the sequential mediating factors of emotional bond
and parent-child contact.
The results of this serial mediation analysis offer robust support for the
hypothesis that family dynamics, emotional connections, and parental involvement
16
collectively influence a student’s academic performance. The findings highlight the

significance of parent-child emotional bonds and the extent of parent-child contact as
key mediating factors through which general family functioning impacts academic
success. This validated hypothesis underscores the relationship between these
variables and their combined influence on students’ educational outcomes,
emphasizing the importance of family dynamics in the context of academic
achievement.
The full complementary sequential mediation model explained an overall 9% of
student’s academic success variance, result that represents an important percentage.
This result is supported by other relevant results reported in the scientific literature in
reference to the relationship between family functioning, parental attachment and
students’ academic success (Rezaei-Dehaghani et al., 2018; Annunziata et al., 2006;
Serbin et al., 2013, etc.).
To calculate the effect size, Cohen’s d for the total indirect effect, we have used
the formula: total indirect effect (0.3571) divided by SE of total Indirect Effect
(0.1726). The Cohen’s d for the total indirect effect in our analysis is approximately
2.0690, indicating a moderate to large effect size according to Cohen’s conventions
(Fritz et al., 2012).
The findings indicate that higher levels of family functioning are positively
associated with higher emotional bonding with parents and greater parental contact,
which, in turn, are related to higher academic grades. In other words, students who
have a strong emotional bond with their parents and have frequent contact with them
tend to perform better academically, and this effect is enhanced when family
functioning is good. The results also suggest that emotional bonding and parental
contact fully mediate the relationship between family functioning and academic grades,
as the direct effect of family functioning on academic grades was not found to be
significant. This implies that the effect of family functioning on academic performance
is entirely explained by the role of emotional bonding and parental contact.
Overall, the findings suggest that emotional bonding and parental contact are
critical factors that can help explain the relationship between family functioning and
academic performance. The results provide support for the importance of family
functioning in promoting academic success among students and highlight the need for
parents to foster strong emotional bonds with their children and maintain regular
contact with them to support their academic development.
5. Discussion
The findings from the serial mediation analysis provide valuable insights into the
complex relationship between family functioning, emotional bonding, parent-child
contact, and academic success among students. These results shed light on the indirect
pathways through which family dynamics influence academic achievements,
highlighting the significance of emotional connections and parent-child interactions.
The findings suggest that family functioning is positively associated with
academic achievement, which is consistent with previous research (e.g., Chao, 1994;
Gao et al., 2020). Moreover, the results indicate that parent-child bond and contact
partially mediates the relationship between family functioning and academic
17
achievement, which is also consistent with previous studies (e.g., Honicke and
Broadbent, 2016; Li and Li, 2018).
The first noteworthy result is the significant total effect of general family
functioning on academic success, affirming the importance of family dynamics in
shaping students’ educational outcomes. This aligns with existing literature suggesting
that a supportive family environment can positively impact students’ academic
performance (Dumka et al., 2009). However, our analysis revealed that this direct
influence becomes non-significant when considering the mediating variables,
emphasizing the need to explore the underlying mechanisms.
The present study identified emotional bond and parent-child contact as two
critical mediators in this relationship. Emotional bond, although not statistically
significant in isolation, plays a partial mediating role. This result resonates with recent
research by Li and collaborators (2022) and Carmona-Halty and collaborators (2022),
who found that emotional closeness between parents and adolescents indirectly
influenced academic achievement through psychological capital. While our study does
not explore psychological capital as mediator, it underscores the notion that emotional
bonds within the family can indirectly impact academic outcomes.
Furthermore, the significant positive indirect effect of parent-child contact aligns
with the findings of a recent study by Toor (2018). The study reported that higher
levels of parental involvement, including communication and support, were associated
with improved academic performance among students. Our results extend this line of
research by highlighting the specific role of parent-child contact as a mediator in the
context of family functioning.
Importantly, the most compelling finding in our study is the full complementary
sequential mediation effect. This suggests that when family functioning enhances
emotional bonds, which, in turn, facilitate increased parent-child contact, the
combined impact on academic success is substantial. This intricate relationship echoes
the work of Kumar and Lal (2014), who investigated the mediating roles of parent-
child relationship quality and parental support in the context of adolescents’ academic
achievement. Although their study differs in methodology, the underlying premise of
the cumulative impact of positive family dynamics on academic success resonates with
our findings.
In conclusion, the present study contributes to the growing body of literature on
the intricate relationship between family functioning and academic success. Our
results underscore the importance of emotional bonds and parent-child contact as
sequential mediators through which family dynamics influence students’ educational
outcomes. These findings align with recent research and emphasize the need for
interventions and programs that foster positive family relationships and effective
parent-child communication to enhance academic achievements among students.
This study is not without its limitations, which merit careful consideration. Firstly,
the relatively small sample size of 200 participants is a primary constraint. Such a
sample size may restrict the generalizability of the findings, as it may not adequately
represent a broader population. A more extensive and diverse sample would be
instrumental in enhancing the external validity of the results, allowing for broader
applications and insights. Secondly, the recruitment of participants from a specific
demographic or geographic region introduces potential sampling bias. The findings
18
may be influenced by the unique characteristics of this particular group, limiting their
applicability to populations with different socio-cultural backgrounds or educational
settings. Thirdly, the reliance on self-reported measures, including the Tanaka and
FAD scales, introduces the possibility of response bias and social desirability bias.
Participants may not always provide entirely accurate or candid responses. Future
research could mitigate this limitation by incorporating multiple data sources, such as
teacher or parent reports, to corroborate and validate the findings. Fourthly, the study’s
cross-sectional design, while suitable for identifying associations, falls short of
establishing causality. Longitudinal or experimental designs would be preferable for
providing stronger evidence of the causal relationships proposed in the serial
mediation model. The exclusion of the “parental impressions” subscale from the
mediation analysis is another limitation. Although there may be valid reasons for this
exclusion, it restricts the comprehensive assessment of parental attachment. Future
research might delve into the potential role of parental impressions in the model.
Moreover, the focus on academic success as the sole outcome variable, while
important, may not capture the entirety of outcomes associated with family
functioning and parental attachment. Future research endeavors should explore a more
extensive range of outcomes, including socio-emotional development, to provide a
more comprehensive perspective. Additionally, the study cannot rule out the influence
of unmeasured variables that might confound or interact with the relationships under
investigation. Exploring potential moderators and incorporating additional covariates
could enhance the model’s explanatory power.
In conclusion, this serial mediation analysis contributes valuable insights into the
relationship between family functioning, parental attachment, and academic success.
However, it is essential to recognize and address these limitations. Future research
should build upon this foundation to offer a more holistic understanding of the
multifaceted dynamics within family-school relationships and their profound impacts
on academic success in students.
6. Conclusion
The findings from this serial mediation analysis provide valuable insights into the
intricate relationship between family functioning, emotional bonding, parent-child
contact, and academic success among students. These results illuminate the indirect
pathways through which family dynamics influence academic achievements,
highlighting the significance of emotional connections and parent-child interactions.
Our study aligns with existing research, indicating a positive association between
family functioning and academic achievement, consistent with previous studies (Chao,
1994; Gao et al., 2020). Moreover, it highlights that parent-child bonds and contact
play a partial mediating role in the relationship between family functioning and
academic achievement, which is in line with prior research (Honicke and Broadbent,
2016; Li and Li, 2018).
The most notable finding is the full complementary sequential mediation effect
identified in our study. This suggests that when family functioning enhances emotional
bonds, which, in turn, facilitate increased parent-child contact, the combined impact
on academic success is substantial. This intricate relationship echoes previous work
19
emphasizing the cumulative impact of positive family dynamics on academic success

(Kumar and Lal, 2014). It underscores the significance of nurturing emotional bonds
and effective parent-child communication.
In conclusion, this study contributes to the growing body of literature on the
relationship between family functioning and academic success. Our results emphasize
the importance of emotional bonds and parent-child contact as sequential mediators
through which family dynamics influence students’ educational outcomes. These
findings underscore the need for interventions and programs that foster positive family
relationships and effective parent-child communication to enhance academic
achievements among students.
However, it’s crucial to acknowledge the study’s limitations. The relatively small
sample size, potential sampling bias, reliance on self-reported measures, cross-
sectional design, exclusion of certain subscales, and the focus on academic success as
the primary outcome are all limitations that should be considered. Future research
should aim to address these limitations and build upon this foundation to provide a
more comprehensive understanding of the complex dynamics between family
functioning, parental attachment, and academic success in students.
Author contributions: Conceptualization, MG and DR; methodology, MG; software,

DR; validation, MG, DR and CDS; formal analysis, MG; investigation, MD and DR;
resources, CDS; data curation, CDS; writing—original draft preparation, MG and DR;
writing—review and editing, DR and CDS; visualization, CDS; supervision, DR;
project administration, MG; funding acquisition, CDS. All authors have read and
agreed to the published version of the manuscript.
Conflict of interest: The authors declare no conflict of interest.
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Family functioning, parental attachment and students' academic success

Article in Journal of Infrastructure Policy and Development · December 2023

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Family functioning, parental attachment and students’ academic success

University of Arad, 310130 Arad, Romania

* Corresponding authors: Dana Rad, dana@xhouse.ro; Camelia Daciana Stoian, camelia.stoian@uav.ro

structure emerges as a significant influence, with distinctions between single-parent

timely implementation of remedial measures when academic challenges arise. This

conducive environment for effective learning. Emotional well-being is closely linked

functioning level, taking into account various aspects of family dynamics.

interested in gaining insights into the dynamics of parent-child attachment during

Table 1. FAD and Tanaka subscales descriptive statistics.

Table 2. FAD and Tanaka subscales Pearson’s Correlations.

fostered when there is increased parent-child interaction.

Figure 1. Hypothesized sequential mediation model.

collectively influence a student’s academic performance. The findings highlight the

emphasizing the cumulative impact of positive family dynamics on academic success

Author contributions: Conceptualization, MG and DR; methodology, MG; software,

187. doi: 10.4103/ijnmr.IJNMR_87_17

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