Showing 7 results for Academic Well-Being
Seyed Morteza Hashemi, Ali Mehdad, Omid Shokri,
year 12, Issue 2 (4-2023)
Abstract
This study aimed to compare the efficacy of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on students’ academic well-being. A controlled pretest-posttest quasi-experimental study was conducted with a two-month follow-up. The statistical population included all third-year male students in Shahrekord public middle schools during the school year 2020-2021. Using the available sampling method, Sixty people were selected and randomly divided into four fifteen people experimental and control groups. Each of the experimental groups underwent six sessions, held twice weekly, of the Pennsylvania Resilience Program (Seligman et al., 2009), positive psychotherapy (Seligman et al., 2013), or mindfulness-based cognitive therapy (Segal et al., 2012). The controls did not receive any intervention during the same period. Tuominen-Soini et al.’s (2012) academic well-being Questionnaire constituted the research instrument. The data were analyzed using a mixed model analysis of variance. The results revealed a significant effect of positive psychotherapy training, Pennsylvania resilience, and mindfulness-based cognitive therapy on academic well-being on the scales of school value ) F= 20/558), school burnout (F= 29/52), academic satisfaction (F= 11/403), school work engagement (F= 8/608) and the stability of these programs in effect was in the follow-up phase (P<=0.05), but there was no significant difference between the three types of intervention compared to each other. Results show that all three interventions are effective in strengthening the learners' motivation, progress, and academic well-being by feeding coping resources and strengthening the mental strength of the learners and their psychological capital.
Ameneh Shojaei, Dr. Alireza Hajiyakhchali, Gholamhossien Maktabi, Manigah Shehni Yailagh,
year 12, Issue 10 (12-2023)
Abstract
The purpose of this study was to investigate the mediating role of positive adolescent development in the relationship between social competence, academic well-being, and academic buoyancy in the second-year students of the second secondary school in Behbahan City. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population included all secondary school students in Behbahan city in the academic year of 21021-2022 and 580 students were selected by multistage random sampling method. To collect data, the Academic Well-Being Questionnaire (AWBQ, Tuominen-Soini et al., 2012), the Academic Buoyancy Questionnaire (ABQ, Dehghanizadeh and Hossein Chari, 2012), the Social Competence Scale (SCS, Felner et al., 1990) and Positive Youth Development Scale (PYDS, Geldof et al., 2014) were used. The findings showed that the coefficients of social competency pathways to positive adolescent development, academic well-being, and academic buoyancy were positive and significant (p<0.05). The findings of indirect relationships indicated that social competence indirectly had a significant effect on academic well-being and academic buoyancy through positive adolescent development (p<0.05). Accordingly, positive adolescent development has a mediating role between social competence and academic well-being, as well as between social competence and academic buoyancy. Therefore, positive adolescent development has a key role in the relationship between social competence and academic well-being, and between social competence and academic buoyancy, so it can be concluded that social competence influences academic well-being and academic buoyancy in students by affecting positive adolescent development.
Rogaye Haji Esmaeilou, Akbar Rezayi, Amir Panahali,
year 12, Issue 12 (2-2024)
Abstract
This research aimed to determine the effectiveness of an educational package of math lessons based on Gardner's multiple intelligences on the components of academic well-being and tolerance of ambiguity in female students. The research utilized a semi-experimental pre-test-post-test design with a control group. Participants included female students in the second year of elementary school in Tehran during the academic year 2021-2022. They were selected through convenience sampling and randomly assigned to two experimental groups (20 people each) and a control group (20 people). The experimental group received training through a math package based on Gardner's multiple intelligences for 8 sessions of 30 minutes, while the control group received traditional training. Data collection tools included academic well-being questionnaires (AWQ, Badri-Gargari et al., 2018) and ambiguity tolerance questionnaires (MSTAT-II, McLean, 1993). The data were analyzed using multivariate analysis of covariance. Findings, after controlling for the pre-test effect, revealed a significant difference at the 0.05 level between the mean post-test scores for behavioral, mental, and social well-being, as well as tolerance of ambiguity in the two experimental and control groups. Based on the results, it can be concluded that utilizing Gardner's multiple intelligences in the form of educational packages is effective in enhancing psychological variables such as tolerance of ambiguity and academic well-being in students.
Majid Soleymani, Ezatolah Ghadampour, Mohamad Abasi,
year 12, Issue 12 (2-2024)
Abstract
The purpose of this study was to investigate the feasibility of educational packages based on academic achievement identity on academic persistence and academic well-being. The research utilized a semi-experimental design with a pre-test-post-test and a control group, incorporating a follow-up period of two months. The research community comprised all male students of the first secondary school in Qom city in 1400-1401, from whom 60 individuals were purposefully selected as a sample (30 in the experimental group and 30 in the control group) and randomly assigned to two experimental and control groups. The research tools included the Talib et al. Academic Persistence Questionnaire (APQ, 2018) and the Tuominen-Soini et al. Academic Wellbeing Questionnaire (AWBQ, 2012). The analysis method for this research was an analysis of variance with repeated measurements. The findings, after controlling for the pre-test effect, revealed a significant difference in the variables of academic persistence and academic well-being between the two experimental and control groups (P<0.0001). It can be concluded that education based on academic identity, coupled with scientific ability, encourages students to aspire to the most desirable identity, enhances persistence in education, and improves their academic well-being.
Nasrin Pakari, Fatemeh Dorostkar, Fatemeh Rahimi,
year 13, Issue 5 (8-2024)
Abstract
The present study aimed to investigate the relationship between Hardiness psychology and academic well-being and the mediating role of students' Cognitive emotion regulation. The design of this research was descriptive and correlational. The statistical population of the research was made up of all the second high school students in the academic year of 2022-2023 in Qir city of these, 244 people were selected by convenience. Data were collected by Academic Well-being Questionnaire (AWBQ; Tuominen-Soini et al, 2012), the Psychological Hardiness Questionnaire (PHQ; Kobasa et al, 1982), and the Cognitive Emotion Regulation Questionnaire (CERQ; Garnefski- Kraaij, 2006) The data were analyzed using the structural equation modeling method. The results showed that Hardiness psychology directly and positively affects academic well-being (P<0.05). Other results showed that cognitive emotion regulation has a mediating role between Hardiness psychology and academic well-being (P<0.05); Also, the fit indices showed that the proposed model has a good fit. Therefore, according to the results of the present study and the role of Hardiness psychology and cognitive emotion regulation in the academic well-being of students, it is suggested to develop and implement educational programs in this field for students.
Dr. Somayeh Hassan Nia, Dr. Afzal Akbari Balootbangan, Dr. Toran Alizadeh Domeyeh,
year 13, Issue 11 (1-2025)
Abstract
The present study aimed to examine the mediating role of psychological capital in the relationship between academic support and well-being. A correlational research design with a structural equation modeling approach was employed. The population comprised students enrolled at the Cultural Revolution University in Kohgiluyeh and Boyer-Ahmad Province in the academic year 2023-2024. A convenience sample of 266 students was selected. The research instruments included the Academic Support Scale (ASS) by Sands and Plunkett (2005), the Psychological Capital Questionnaire (PCQ) by Luthans et al. (2007), and the Academic Well-being Questionnaire (AWBQ) by Pietarinen et al. (2014). Structural equation modeling was used to analyze the data. The results indicated a good fit for the research model. The findings revealed significant direct effects of academic support on academic well-being (p = .01), academic support on psychological capital (p = .02), and psychological capital on academic well-being (p = .005). Additionally, the results indicated a significant indirect effect of academic support on academic well-being mediated by psychological capital (p = .01). These results suggest that academic support, by influencing psychological capital, can lead to students' happiness, satisfaction, and ultimately, academic well-being in their academic and educational activities.
Dr. Seyed Saeed Torabi, Dr. Ahmad Mirzabeigi, Fatemeh Pazuki, Dr. Shahrzad Rezaei Rezvan, Seyed Amirhossein Isari,
year 13, Issue 12 (2-2025)
Abstract
The current research aimed to predict academic well-being based on the Classroom Social-Psychological Climate of the class with the mediating role of academic engagement and Academic Buoyancy. The method of the current research was descriptive-correlation of the type of structural equations. The statistical population of the present study included all male students of the second secondary level of Damghan City in the academic year 2023-2024. Of these people, No 270 were selected by the multi-stage cluster method and according to the entry and exit criteria according to Klein (2023). The data collection tool is the Classroom Social-Psychological Climate Questionnaire (PCIF) Fraser et al. (1995), the academic well-being questionnaire (AWQ) Tuominen-Soini et al. (2012), the academic engagement questionnaire (ABQ) Martin and Marsh (2008) and the Academic Buoyancy questionnaire (AEQ) Fredericks et al. (2004). Analysis of research data was done through structural equation modeling. The results showed that the data had an acceptable fit with the conceptual model and it was confirmed. Also, according to the structural model of the research, the direct effects of the Classroom Social-Psychological Climate, academic engagement, and Academic Buoyancy on academic well-being were significant (P<0.01). Also, the indirect effects of the Classroom Social-Psychological Climate on academic well-being through academic engagement and Academic Buoyancy were significant. (P<0.01). It seems that the results of this research can provide useful information for educational officials, researchers, and academic advisors to reduce the academic problems of learners.
