Volume 8, Issue 3 (September 2026)
IEEPJ 2026, 8(3): 0-0 |
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Arbezi M, Khormaei F, Kamari Songhorabadi S, Fazilat-Pour M, Hosseinchari M. (2026). Exploring the Relationship between Moral Character and Academic Well-being. IEEPJ. 8(3),
URL: http://ieepj.hormozgan.ac.ir/article-1-1094-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1094-en.html
Mohsen Arbezi1 
, Farhad Khormaei *2 , Saman Kamari Songhorabadi3 , Masoud Fazilat-Pour4 , Massoud Hosseinchari5
, Farhad Khormaei *2 , Saman Kamari Songhorabadi3 , Masoud Fazilat-Pour4 , Massoud Hosseinchari5
1- Ph.D. Candidate of Educational Psychology, University of Shiraz, Shiraz, Iran
2- Department of Educational Psychology, University of Shiraz, Shiraz, Iran ,Khormaei@shirazu.ac.ir
3- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
4- Department of Educational Psychology, University of Shiraz, Shiraz, Iran
5- Department of Educational Psychology, University of Shahid Bahonar, Kerman, Iran
2- Department of Educational Psychology, University of Shiraz, Shiraz, Iran ,
3- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
4- Department of Educational Psychology, University of Shiraz, Shiraz, Iran
5- Department of Educational Psychology, University of Shahid Bahonar, Kerman, Iran
Abstract: (13 Views)
Objective: Moral character, as a set of internalized virtues and ethical principles, plays a crucial role in shaping students’ emotional and academic functioning, making it a significant factor in understanding academic well-being. This study aimed to explore the relationship between moral character and academic well-being among senior high school students.
Methods: The study employed a descriptive–correlational research design, and the population consisted of senior high school students. A total of 314 students (150 girls; Mage = 16.81; SD, age = 0.89) were selected through convenience sampling. Participants completed electronic questionnaires assessing moral character and academic well-being. Structural Equation Modeling (SEM) was used to examine the structural relationships among the variables.
Results: The results showed that moral character positively predict academic well-being. The obtained beta coefficients were as follows: Etiquette ethics (β= 0.44, p < 0/01), Pious ethics (β= 0.48, p < 0.03), Conscientious ethics (β= 0.66, p < 0.02), Forgiving ethics (β= 0.37, p < 0.005), submissive ethics (β= 0.47, p < 0.01), Independence ethics (β= 0.53, p < 0.007), Honesty ethics (β= 0.39, p < 0.02), and Sensitive ethics (β= 0.67, p < 0.006). the greatest predictive power is related to the Sensitive ethics and Conscientious ethics moral character. In total, moral character in the research model explained 0.41 of the variance of academic well-being.
Conclusions: These studies offer novel insights from theoretical perspectives, contributing to the existing knowledge on the intrapersonal antecedents of academic well-being. The findings suggest that moral character directly enhances students' academic well-being.
Methods: The study employed a descriptive–correlational research design, and the population consisted of senior high school students. A total of 314 students (150 girls; Mage = 16.81; SD, age = 0.89) were selected through convenience sampling. Participants completed electronic questionnaires assessing moral character and academic well-being. Structural Equation Modeling (SEM) was used to examine the structural relationships among the variables.
Results: The results showed that moral character positively predict academic well-being. The obtained beta coefficients were as follows: Etiquette ethics (β= 0.44, p < 0/01), Pious ethics (β= 0.48, p < 0.03), Conscientious ethics (β= 0.66, p < 0.02), Forgiving ethics (β= 0.37, p < 0.005), submissive ethics (β= 0.47, p < 0.01), Independence ethics (β= 0.53, p < 0.007), Honesty ethics (β= 0.39, p < 0.02), and Sensitive ethics (β= 0.67, p < 0.006). the greatest predictive power is related to the Sensitive ethics and Conscientious ethics moral character. In total, moral character in the research model explained 0.41 of the variance of academic well-being.
Conclusions: These studies offer novel insights from theoretical perspectives, contributing to the existing knowledge on the intrapersonal antecedents of academic well-being. The findings suggest that moral character directly enhances students' academic well-being.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/11/24 | Accepted: 2026/07/4 | Published: 2026/06/1
Received: 2025/11/24 | Accepted: 2026/07/4 | Published: 2026/06/1
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