学业成就对学生的短期、长期发展有重要影响，其影响因素受到广泛的关注和研究。本研究探究亲子依恋关系和师生关系对高中生学业成就影响的作用机制，并从学业自我效能感的角度解释两者的关系。同时，本研究对亲子关系和师生关系对学业自我效能的影响强弱进行了比较，探讨了男性与女性受亲子依恋关系和师生关系影响大小的差异。研究对象为山东省一所高中的学生共330人，其中男生155人(46.97%)，女生175人(53.03%)，平均年龄16.30岁(SD = .582)。研究发现，学业自我效能感在高中生与母亲的依恋关系和师生关系对高中生学业成就的作用中起中介作用。与亲子依恋关系相比，师生关系对高中生学业成就的作用更强；与女生相比，男生学业成就受师生关系的影响更大。在教育实践中需要考虑到性别因素为个体提供针对性的支持和指导，以促进学生的学业发展和学业表现的提高。

Academic achievement has a significant impact on students' short-term and long-term development, and the factors influencing it have garnered widespread attention and research. This study explores the mechanisms through which parent-child attachment and teacher-student relationships influence high school students' academic achievement, and explains their relationship from the perspective of academic self-efficacy. Additionally, this research compares the relative strengths of the effects of parent-child relationships and teacher-student relationships on academic self-efficacy and examines gender differences in the impact of these relationships. The study participants included 330 high school students from a high school in Shandong Province, China, comprising 155 males (46.97%) and 175 females (53.03%), with an average age of 16.30 years (SD = .582). The study found that academic self-efficacy mediates the effects of both mother-child attachment and teacher-student relationships on high school students' academic achievement. Compared to parent-child attachment, teacher-student relationships exert a stronger influence on high school students' academic achievement, and male students are more affected by teacher-student relationships than females. These findings suggest the importance of considering gender factors in educational practices to provide tailored support and guidance for individuals, thereby promoting students' academic development and performance.