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

Document Type : Research Paper

Authors

1 PhD student of educational psychology, Department of psychology, Sanandaj branch, Islamic azad university, Sanandaj, Iran.

2 Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

3 Assistant Professor, Department of psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.

4 Assistant Professor, Department of Psychology, Sanandaj Branch , Islamic Azad University, Sanandaj, Iran

Abstract

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

Keywords

Main Subjects

References

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Journal of School Psychology
Volume 12, Issue 2
2023
Pages 74-59

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