Structural Equation Modeling of Students' Anxiety, Depression and Learning Problems with the Mediation of Violent Behavior

This study aimed to model the structural equations of anxiety, depression, and learning difficulties with violent behavior as a mediating factor among female high school students in Khorramabad. The research was applied in objective, descriptive in data collection method, and quantitative in nature. The population consisted of 4,987 female high school students in Khorramabad during the 2023-2024 academic year. A multi-stage cluster random sampling method was used. The sample size, based on the Krejcie and Morgan table (1970), was 357 students. Data collection tools included the Phillips Academic Anxiety Questionnaire (1978), Beck's Depression Inventory (1978), Wilcutt et al. 'S Learning Difficulties Questionnaire (2011), and Buss and Perry's Aggression Questionnaire (1992). Pearson's correlation coefficient, multivariate regression, and structural equation modeling were used for data analysis. The results indicated a significant positive relationship between anxiety, depression, learning difficulties, and violent behavior among the students. Violent behavior was also predictable through anxiety, depression, and learning difficulties. Furthermore, the role of violent behavior in the relationship between anxiety, depression, and learning difficulties among female high school students in Khorramabad was confirmed. Violent behavior, as a mediating factor, plays a significant role in the relationship between anxiety, depression, and learning difficulties. Effective intervention in learning difficulties should consider psychological and behavioral factors that can influence these processes. Educational and psychological interventions that reduce anxiety and depression and improve social and behavioral skills can be effective in enhancing students' academic performance.