Volume 8, Issue 3 (August 2021)                   Avicenna J Neuro Psycho Physiology 2021, 8(3): 140-144 | Back to browse issues page


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Hassanpour E, Soltani A, Zeinaddin Meymand Z, Manzari Tavakoli A. Structural Equation Modeling of Influential Factors on Academic Well-being of Students in Islamic Azad University-Kerman. Avicenna J Neuro Psycho Physiology. 2021; 8 (3) :140-144
URL: http://ajnpp.umsha.ac.ir/article-1-268-en.html
1- PhD student of Educational Psychology, Islamic Azad University and a scientific member of Payame Noor University, Kerman, Iran
2- Assistant Professor, Department of Educational Psychology, Faculty of Literature, Islamic Azad University, Kerman, Iran , Soltanimani@yahoo.com
3- Assistant Professor, Department of Educational Psychology, Faculty of Literature, Islamic Azad University, Kerman, Iran
Abstract:   (253 Views)
Background: Academic well-being is a great matter of concern for the researchers interested in the quality of life. The present study aimed to assess and develop an effective model of influential factors on students' academic well-being.
Materials and Methods: This descriptive correlational study was conducted using structural equation modeling. The statistical population of this study included all 22,907students of the Islamic Azad University of Kerman during the 2018-19 educational year. Out of this population, 400 subjects were selected using stratified random sampling. A researcher-made questionnaire and educational well-being questionnaire (Tuominen-Soini et al.) were used to assess the influential factors on academic well-being. Data analysis was performed in SPSS software (version 23) and Amos software (version 20) using statistics methods, such as mean, standard deviation, Pearson’s correlation coefficient, multivariate regression, and modeling structural equations.
Results: The data obtained from structural equation modeling indicated that the extracted conceptual model had acceptable fitness and mentioned variables described influential factors on academic well-being.
Conclusion: As evidenced by the obtained results, it can be concluded that stress, personality, achievement goal orientation, emotional achievements, psychological capitals, internal emotions, self-esteem, environmental supports, class management, and academic achievement were significant predictors of academic well-being.
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Article Type: Research Article | Subject: General
Received: 2020/05/27 | Accepted: 2020/07/31 | Published: 2021/06/20

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