University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 2 2023 07 23 Developing a causal model of academic well-being based on motivational self-regulation and emotional self-efficacy with mediating role of academic hardiness in students Developing a causal model of academic well-being based on motivational self-regulation and emotional self-efficacy with mediating role of academic hardiness in students 74 59 2384 10.22098/jsp.2023.6956.4131 FA Ghazal Jarsozeh PhD student of educational psychology, Department of psychology, Sanandaj branch, Islamic azad university, Sanandaj, Iran. Yahya Yrahmadi Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Hamzeh Ahmadian Assistant Professor, Department of psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran. Maryam Akbari Assistant Professor, Department of Psychology, Sanandaj Branch , Islamic Azad University, Sanandaj, Iran Journal Article 2020 02 12 <strong>Objective</strong>: The aim of present research was presenting casual model of academic well-being based on motivational self-regulation and emotional self-efficacy by mediating role of academic hardiness in female students in the third year of high school in Sanandaj in the school year of 97-98.<br /><strong>Methods</strong>: The research method was descriptive-correlational and structural equation modeling. 600 students were selected using the multi-stage cluster sampling method. The Tuominen-Soini et al. s academic well-being questionnaire (2012), Benishek et al. s academic hardiness scale (2005), Wolters motivational self-regulation scale (1999) and Beverly et al.'s emotional self-efficacy scale (2008) were used for data collecting. Data analysis was done by SPSS and Amos softwares.<br /><strong>Results</strong>: The findings showed an indirect and significant effect of motivational self-regulation and emotional self-efficacy on academic well-being through academic hardiness. In other words, the findings showed that motivational self-regulation and emotional self-efficacy have a direct and significant effect on academic hardiness and academic hardiness affect academic well-being directly and significantly. Also, motivational self-regulation has a direct effect on emotional self-efficacy and a significant and indirect effect on academic hardiness.<br /><strong>Conclusion</strong>: The results of the present study showed that in general, motivational self-regulation and emotional self-efficacy can be suitable predictors for the academic well-being of students through their academic hardiness. The results of the present study, in accordance with the theory of self-determination, indicate that motivational self-regulation or the same as self-motivation increases academic welfare by increasing the capacity for challenge and problem-solving ability and striving for better learning. <strong>Objective</strong>: The aim of present research was presenting casual model of academic well-being based on motivational self-regulation and emotional self-efficacy by mediating role of academic hardiness in female students in the third year of high school in Sanandaj in the school year of 97-98.<br /><strong>Methods</strong>: The research method was descriptive-correlational and structural equation modeling. 600 students were selected using the multi-stage cluster sampling method. The Tuominen-Soini et al. s academic well-being questionnaire (2012), Benishek et al. s academic hardiness scale (2005), Wolters motivational self-regulation scale (1999) and Beverly et al.'s emotional self-efficacy scale (2008) were used for data collecting. Data analysis was done by SPSS and Amos softwares.<br /><strong>Results</strong>: The findings showed an indirect and significant effect of motivational self-regulation and emotional self-efficacy on academic well-being through academic hardiness. In other words, the findings showed that motivational self-regulation and emotional self-efficacy have a direct and significant effect on academic hardiness and academic hardiness affect academic well-being directly and significantly. Also, motivational self-regulation has a direct effect on emotional self-efficacy and a significant and indirect effect on academic hardiness.<br /><strong>Conclusion</strong>: The results of the present study showed that in general, motivational self-regulation and emotional self-efficacy can be suitable predictors for the academic well-being of students through their academic hardiness. The results of the present study, in accordance with the theory of self-determination, indicate that motivational self-regulation or the same as self-motivation increases academic welfare by increasing the capacity for challenge and problem-solving ability and striving for better learning. https://jsp.uma.ac.ir/article_2384_f91b9d57188de8b5748561ead82c8d50.pdf