Razi University

 Academic well-being, as one of thefundamental components of mental health, motivation, and cognitive flourishing among students in higher education environments, is continuously influenced by the dynamic interaction of family context, surrounding support resources, and personal competence beliefs. Accordingly, the present study aimed to examine the relationship between parenting styles and perceived academic support with students’ academic well-being, considering the mediating role of academic self-efficacy. The research design was descriptive-correlational based on structural equation modeling (SEM). The statistical population consisted of students at Razi University of Kermanshah during the academic year 2025–2026, from whom a sample of 256 students was selected using convenience sampling. Participants completed the Academic Well-Being Questionnaire by Tuominen-Soini et al. (2012), the Parenting Styles Questionnaire by Baumrind (1973), the Perceived Academic Support Scale by Sands and Plunkett (2005), and the Academic Self-Efficacy Scale by Jinks and Morgan (1999). Evaluation of the proposed model and hypothesis testing were conducted using structural equation modeling in   -26 and AMOS-24, and the bootstrap resampling method was employed to examine the significance of mediating effects. The findings revealed that the overall fit indices of the structural model were in a highly desirable range. The results indicated that the authoritative parenting style had a significant direct effect on academic self-efficacy (0.28) and academic well-being (0.22), and perceived academic support also had a significant direct effect on academic self-efficacy (0.35) and academic well-being (0.31), whereas the authoritarian style showed a negative direct effect on these variables (-0.18 and -0.16, respectively). Furthermore, academic self-efficacy had a significant positive direct effect on students’ academic well-being (0.29). Bootstrap test results also confirmed the significant mediating role of academic self-efficacy in the relationship between parenting style dimensions (authoritative: 0.08, authoritarian: -0.05) and perceived academic support (0.10) with academic well-being. Based on these findings, it can be concluded that family interactional structure, feelings of competence, and personal efficacy beliefs play an essential role in enhancing students’ academic well-being; therefore, strengthening family support networks and promoting self-efficacy beliefs through empowerment workshops in university counseling centers can improve students’ satisfaction, engagement, and academic well-being.