The relationship between psychological well-being and academic vitality with students' perceptions of the classroom environment

Document Type : Research Paper

Authors

1 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran

2 Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran

3 M A in Educational Psychology, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran

Abstract

Objective:  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.
Methods: 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.
Results: 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).
Conclusion:   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.
 

Keywords

References

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Journal of School Psychology
Volume 11, Issue 1
May 2022
Pages 117-131

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