The Mediating Role of Cyberbullying, Self-Efficacy, and Parenting Styles in the Relationship Between Trait Emotional Intelligence and School Adjustment in Adolescents

This study aimed to examine the mediating role of cyberbullying, self-efficacy, and parenting styles in the relationship between trait emotional intelligence and school adjustment among adolescent girls. This correlational study employed structural equation modeling (SEM). The statistical population included all female secondary school students in Tehran during the 2021–2022 academic year. A total of 266 students were selected using multistage random sampling. Data were collected via the Trait Emotional Intelligence Questionnaire, Children and Adolescents’ Self-Efficacy Scale, Cyberbullying Experience Questionnaire, Parental Authority Questionnaire, and the High School Students' Adjustment Inventory. Data analysis was conducted using Amos software. Results revealed that trait emotional intelligence significantly influenced school adjustment both directly and indirectly through the mediating variables. The mediating roles of self-efficacy, cyberbullying, cyber victimization, and parenting styles were supported. The modified structural model showed good fit indices (CFI = 0.980, RMSEA = 0.053). The strongest indirect path was from trait emotional intelligence through self-efficacy to academic adjustment (β = -0.409, p < 0.001). Findings suggest that trait emotional intelligence, through its interaction with psychological and contextual factors such as parenting styles and cyber experiences, plays a crucial role in adolescents' adjustment to school. Interventions aimed at enhancing emotional intelligence and self-efficacy may significantly improve students’ academic and social adaptation.