The present study aimed to propose a structural model for predicting academic self-defeating behaviors based on classroom learning climate and perceived parenting style, with academic adjustment serving as a mediator among female high school students. The research employed a descriptive-correlational method using structural equation modeling. The statistical population included all female students in senior high schools in Ilam during 2022–2023 academic year. A sample of 382 students was selected through multistage cluster sampling, based on Krejcie and Morgan’s table. Data were collected using the Self-Defeating Cognition and Behavior Questionnaire (Cunningham, 2007), the Academic Adjustment Questionnaire (Baker & Siryk, 1984), the Perceived Parenting Style Questionnaire (Grolnick et al., 1997), and the Perceived Learning Climate Questionnaire by Black & Deci (2000). Data analysis was conducted using SPSS and AMOS software. Data analyses demonstrated that the proposed model achieved good fit: classroom learning climate and perceived parenting styles both directly and indirectly (through academic adjustment) influenced self-defeating behaviors. Significant paths emerged linking learning climate and parenting styles to academic adjustment, learning climate and parenting styles to self-defeating behaviors, and academic adjustment to self-defeating behaviors.