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Showing 4 results for Academic Well-Being

Omid Mirzaei Fandokht, Fariborz Dortaj, Esmaeil Saadipour, Soghra Ebrahimi Ghavam, Ali Delavar,
Volume 19, Issue 87 (5-2020)
Abstract

Background: Numerous studies have studied the importance of basic psychological needs in students and have investigated the role of basic psychological needs in creating hope, efficiency, resilience and optimism, academic performance, burnout and academic inefficiency. But there is a research gap on the relationship between self-supportive environment and academic well-being with the mediating role of basic psychological needs. Aims: The relationship between self-adherence supportive environment and academic well-being with the mediating role of basic psychological needs. Method: The research was correlated with structural equation modeling. The statistical population consisted of all male high school students in Qaenat city in the academic year of 2018-2019. Research tools include the. Research tools include the Self Assessment of Self Assessment Questionnaire of Assor et al (2002), the Tominin-Sweeney et al (2012) academic well-being scale, and the Lagardia et al(2000). Data were analyzed using Pearson correlation, regression, factor analysis, and structural equations. Results: Self-supporting environment has a direct and significant effect on basic psychological needs and academic well-being and basic psychological needs also has a direct and significant effect on academic well-being (P <0.01). Also, self-supportive environment through mediating variable of basic psychological needs has an indirect effect on students' academic well-being (P<0/01). Conclusions: Increasing the quality of self-supportive environments enhances the psychological needs of students and their academic well-being. 

Fatemeh Khodapanah, Mohammad Reza Tamnaei Far,
Volume 21, Issue 118 (12-2022)
Abstract

Background: types of research have emphasized the relationship between Academic well-being and self-compassion. Despite the high importance of the role of academic well-being, so far, limited research has been conducted in Iran. In some of these studies, the factors predicting students' academic well-being, including the role of self-compassion, have been identified, but the mediating mechanisms of this relationship have not been identified yet.
Aims: This study aimed to investigate the relationship between self-compassion and academic well-being with the mediating role of happiness and academic self-efficacy in students.
Methods: The design of this research was descriptive and correlational. The statistical population included the students in the second year of high school in Tehran who were studying in the academic year 2021-2022. 370 students were selected by multi-stage cluster sampling method using Krejcie & Morgan table. Using Tuminen-Sweeney et al.' s(2012) academic well-being questionnaire, Morgan-Jinker's (1999) academic self-efficacy questionnaire, Argyle & Lu's (1989) Oxford happiness questionnaire, and self-compassion questionnaire data were collected.
Results: The results showed that there are significant relationships between academic well-being and self-compassion (r= 0.42, P< 0.01), happiness (r= 0.60, P< 0.01), academic self-efficacy (r= 0.44,
P< 0.01), self-compassion and happiness (r= 0.64, P< 0.01), self-compassion and academic self-efficacy (r= 0.23, P< 0.01). The proposed model was evaluated by the path analysis method. The results indicated that happiness and academic self-efficacy mediate the relationship between self-compassion and academic well-being.

Conclusion: The findings of this research showed that students with high self-compassion and better academic well-being had more happiness and experienced better Academic self-efficacy.

Samira Chenari, Shahram Vahedi, Mansour Bayrami, Ali Gharadaghi,
Volume 22, Issue 123 (5-2023)
Abstract

Background: Inspecting the first-year students' mental health reveals that most of them cannot adapt emotionally, and they experience mental health problems comprising irrational beliefs, emotional, motivational, communication, and social issues and learning, along with a significant failure in academic performance. Nonetheless, none of the interventions has been based on the lived experience of the students who have the most problems adapting to the university.
Aims: The aim of this study was to investigate the efficacy of the educational program based on the comprehensive model of the lived experience of adjustment (CMLEA) on the academic, psychological and social well-being of maladjusted first-year students.
Methods: The present research was conducted with a quasi-experimental design of pre-test, post-test, and follow-up with a control group. The sample consisted of 40 freshmen who scored lower than the average in the Student Adaptation to College Questionnaire (Baker & Siryk, 1986). The convenience sampling method was used to select the students. Then they were assigned to two experimental and control groups. In the present research, academic well-being (Tuominen-Soini et al., 2012), social well-being (Keyes, 1998), and psychological well-being (Ryff, 1989) scales were used. After the pre-test, the experimental group received 18 one-hour sessions of university adaptation training. After two months, a follow-up study was done. The data were analyzed using mixed analysis of variance method.
Results: The results revealed that the intervention program significantly impacted students' academic, psychological and social well-being (P<0.01) so that the scores of the well-being components significantly increased in the post-test stage and remained stable in the follow-up stage.
Conclusion: Results from the intervention indicated that the educational program based on the CMLEA with amending students' problems in adapting to the university leads to an increase in their well-being components in the first year.

Arezoo Javadi, Alireza Manzari Tavakoli, Hamdollah Manzari Tavakoli, Zahra Zeinaddini Meimand,
Volume 23, Issue 141 (11-2024)
Abstract

Background: Self-compassion and positive self-talk are two important factors in cognitive characteristics that can play a decisive role in academic performance such as academic resilience, but according to the research, they have been less studied in past research. Based on this, examining the relationship between self-compassion and positive self-talk with academic well-being and academic resilience is a research gap.
Aims: So, this research aims to model academic resilience based on self-compassion and positive self-talk concerning the mediating role of academic well-being among secondary school students in Kerman.
Methods: The descriptive research method was a correlation type. The statistical population includes all male and female secondary school students in the city of Kerman, with a total of 8200 people in the 2022–2023 academic year. 384 people have been selected as a sample using stratified random sampling. Standard questionnaires were used to collect the data. Data analysis was done with descriptive and inferential statistics of structural equation modeling with SPSS25 and Amos24 software.
Results: The model of academic resilience based on self-compassion and positive self-talk has an acceptable fit concerning the mediating role of the academic well-being of secondary school students in Kerman province. Thus, self-compassion and positive self-talk explain 0.67% of the variance in resilience through the mediating role of academic well-being.
Conclusion: Based on the findings of the research, among the methods of improving academic resilience and improving the academic well-being of students is strengthening self-compassion and positive self-talk.


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