Introduction: Academic achievement has always been one of the most important constituents due to its individual and social effects and consequences. The purpose of this study was to assess the structural model of the correlation of family functioning and parental abuse with students` academic achievement with the mediating role of social adequacy and academic self-efficacy in 2015-16 academic year in Isfahan. Methods: This descriptive-correlational study was performed on 540 high school students in Isfahan during 2015-16 academic year. Data collection tools were Family Assessment Device (FAD), Demare’s Parental Abuse Measurement Inventory, Morgan-Jinks Student Self-Efficacy Scale, and Fellner’s Social Adequacy Scale. Data was analyzed in Lisrel software using path analysis. Results: Results showed that the coefficients of the effect of family functioning on the academic achievement and self-efficacy were significant. Pearson correlation analysis showed that social adequacy had a significant correlation with family functioning and parental abuse, but in the model of prediction coefficients through path analysis, these coefficients and effects were not significant. In addition, the coefficients of the effects of family functioning on academic achievement mediated by self-efficacy, the parental abuse on academic achievement, parental abuse on self-efficacy, parental abuse on academic achievement mediated by self-efficacy, and self-efficacy on academic achievement were significant.  Conclusion: Results showed that family functioning was influential in academic achievement and self-efficacy and that planning for improving these variables was a necessity for the educational system. Focus on variables that are influential in the academic achievement of adolescents could pave the way for their academic achievement in higher education as well.