<p>This study, based on the integrative model of engagement, explores the impact of adolescents’ perceived parental conflict on academic engagement and the chain mediation mechanism of basic psychological needs satisfaction and psychological reactance. Through a questionnaire-based method, this longitudinal research monitored 1050 adolescents over a period of six months. The results revealed that: (1) Parental conflict at Time 1 (T1) significantly negatively predicts academic engagement at Time 2 (T2); (2) Basic psychological needs satisfaction at T1 significantly mediates the relationship between T1 parental conflict and T2 academic engagement independently; (3) Psychological reactance at T1 significantly mediates the relationship between T1 parental conflict and T2 academic engagement independently; (4) T1 basic psychological needs satisfaction and T1 psychological reactance function together in a chain mediation model, mediating the relationship between T1 parental conflict and T2 academic engagement. These findings shed light on the mechanisms through which parental conflict influences adolescent academic engagement and highlight the importance of individual psychological factors, offering insights into mitigating the negative impacts of family discord on adolescent academic performance.</p>