en Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#339966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective:</b> This study aimed to develop and test a model of anxiety in elementary school students based on executive functions and the parent-child relationship, considering the mediating role of emotion regulation.<br> <b>Methods</b>: The research employed a correlational descriptive method. The sample size consisted of 336 participants selected through multi-stage cluster random sampling, and they completed standard questionnaires including the Spence Children&#39;s Anxiety Scale (2003), Barkley&#39;s Deficits in Executive Functioning Scale for Children and Adolescents (2012), Fine and colleagues&#39; Parent-Child Relationship Scale (1983), and the Emotion Regulation Checklist for Children and Adolescents (2003). Data analysis was conducted using structural equation modeling in the AMOS software.<br> <b>Results</b>: The findings indicated that the research structural model fit the collected data. Executive functions were positively and significantly related to anxiety (p = 0.001, &beta; = 0.284). The parent-child relationship was negatively and significantly associated with anxiety (p = 0.001, &beta; = -0.414), teacher-student interaction was positively and significantly related to anxiety (p = 0.001, &beta; = 0.371), and the factor of emotion regulation reappraisal had a negative relationship, while the factor of emotion regulation suppression had a positive and significant relationship with elementary school students&#39; anxiety. Moreover, the factors of suppression and reappraisal of emotion regulation mediated the relationship between executive functions and anxiety (p = 0.001, &beta; = 0.112), mediated the negative and significant relationship between the parent-child relationship and anxiety (p = 0.001, &beta; = -0.140), and mediated the positive and significant relationship between teacher-student interaction and anxiety (p = 0.001, &beta; = 0.122) in elementary school students.<br> <b>Conclusions</b>: Based on the findings of the current study, it has been determined that both executive functions and the parent-child relationship have a direct and indirect impact on children&#39;s anxiety levels through emotion regulation.</span></span></span></span></div> Children's anxiety, Executive functions, Parent-child relationship, Emotion regulation 345 368 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-138-1&slc_lang=en&sid=1 Salar Mohamadi Bolbanabad salarmohamadi775@gmail.com 10031947532846002431 0009-0001-1389-0650 No PhD student of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran Nooshin Taghinejad nooshin.taghinejad@gmail.com 10031947532846002432 10031947532846002432 Yes Assistant Professor, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran Azita Amirfakhraei Afakhraei2002@gmail.com 10031947532846002433 10031947532846002433 No Assistant Professor, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran