University of Mohaghegh Ardabili Journal of School Psychology 22520821 11 1 2022 04 21 The relationship between psychological well-being and academic vitality with students' perceptions of the classroom environment The relationship between psychological well-being and academic vitality with students' perceptions of the classroom environment 117 131 1508 10.22098/jsp.2022.1508 FA Shahrooz Nemati Associate Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran Rahim Badri-Gargari Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran Aram Katourani M A in Educational Psychology, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran Journal Article 2022 02 21 <strong>Objective:  </strong>The aim of the current research was to study the relationships between the psychological well-being and the academic vitality on the perceptions of high school male students in Sanandaj from the classroom environment.<br /><strong>Methods: </strong>The method of this research is correlation. The statistical population consisted of male high school students in Sanandaj city in the academic year 2017-2018. Using  multi-stage cluster sampling method, 296 people were selected and tested. To collect research data, the psychological well-being, academic vitality and scale (what is going on in this class) were used.<br /><strong>Results: </strong>Data analysis by Pearson correlation coefficient and multiple regression coefficients showed that there was a positive and significant relationship between psychological well-being and students perception of the environment (r = 0.495, n = 296, and sig = 0.05)، And there was a significant negative correlation between psychological distress and perception of classroom environment (r = -326، n = 296 ،p≤0.01 ) Also, there is a positive and significant relationship between academic vitality and students' perception of the classroom environment (r = 0.258 , n = 296، p≤0.01). Psychological well-being had the ability to predict students' perception of the classroom environment (β = 0.410, P> 0.001), as well as psychological distress, able to predict student perceptions of the environment Class (β = 0.156,), while academic vitality was not able to predict students' perception of classroom environment (β = 0.09, P> 0.05).<br /><strong>Conclusion:   </strong>The results showed that’s the educational environments, especially schools, should seek to enhance the psychological well-being and academic vitality of students through improving the quality of education and improving the quality of the learning environment in schools.<br />  <strong>Objective:  </strong>The aim of the current research was to study the relationships between the psychological well-being and the academic vitality on the perceptions of high school male students in Sanandaj from the classroom environment.<br /><strong>Methods: </strong>The method of this research is correlation. The statistical population consisted of male high school students in Sanandaj city in the academic year 2017-2018. Using  multi-stage cluster sampling method, 296 people were selected and tested. To collect research data, the psychological well-being, academic vitality and scale (what is going on in this class) were used.<br /><strong>Results: </strong>Data analysis by Pearson correlation coefficient and multiple regression coefficients showed that there was a positive and significant relationship between psychological well-being and students perception of the environment (r = 0.495, n = 296, and sig = 0.05)، And there was a significant negative correlation between psychological distress and perception of classroom environment (r = -326، n = 296 ،p≤0.01 ) Also, there is a positive and significant relationship between academic vitality and students' perception of the classroom environment (r = 0.258 , n = 296، p≤0.01). Psychological well-being had the ability to predict students' perception of the classroom environment (β = 0.410, P> 0.001), as well as psychological distress, able to predict student perceptions of the environment Class (β = 0.156,), while academic vitality was not able to predict students' perception of classroom environment (β = 0.09, P> 0.05).<br /><strong>Conclusion:   </strong>The results showed that’s the educational environments, especially schools, should seek to enhance the psychological well-being and academic vitality of students through improving the quality of education and improving the quality of the learning environment in schools.<br />  https://jsp.uma.ac.ir/article_1508_5ed8e52aeb31ea8c424f7c80fddcefe0.pdf