This study aimed to test the causal relationship model of parental phubbing and child academic adjustment through rejection sensitivity with emotion regulation moderation (cognitive reappraisal). The research method was correlational, and more precisely, a moderator-mediator model. The statistical population of the study included all ninth-grade male and female students in the academic year 1403-1404 in Yazd city. The sample consisted of 342 students (171 female students and 171 male students) who were selected through multi-stage random sampling. The Rejection Sensitivity Scale (Job, 2003), the Emotion Regulation Questionnaire for Children and Adolescents (Gross and John, 2003), the Academic Adjustment Scale (Anderson et al., 2016), and the Parental Phubing Scale (Ding et al., 2020) were used to collect data. The evaluation of the proposed model was carried out through the PROCESS method, model number 14. The results showed that there is a direct, positive, and significant relationship between parental phubbing and rejection sensitivity. In addition, parental phubbing and rejection sensitivity have a direct, negative, and significant relationship with academic adjustment. The results also showed that the relationship between rejection sensitivity and academic adjustment was significant at average levels and one standard deviation above the average in cognitive reappraisal. In the conditional indirect paths, the relationship between parental phubbing and academic adjustment was significant through rejection sensitivity at medium and high levels of cognitive reappraisal. In other words, rejection sensitivity at moderate and high levels of cognitive reappraisal mediates the relationship between parental phubbing and academic adjustment.