en روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3366ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective</b>: <span lang="EN">Moral character, as a set of internalized virtues and ethical principles, plays a crucial role in shaping students&rsquo; 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.</span><br> <b>Methods</b>: The study employed a descriptive&ndash;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.<br> <b>Results</b>: The results showed that moral character positively predict academic well-being. The obtained beta coefficients were as follows: Etiquette ethics (&beta;= 0.44, p < 0/01), Pious ethics (&beta;= 0.48, p < 0.03), Conscientious ethics (&beta;= 0.66, p < 0.02), Forgiving ethics (&beta;= 0.37, p < 0.005), submissive ethics (&beta;= 0.47, p < 0.01), Independence ethics (&beta;= 0.53, p < 0.007), Honesty ethics (&beta;= 0.39, p < 0.02), and Sensitive ethics (&beta;= 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.<br> <b>Conclusions</b>: 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&#39; academic well-being.</span></span></span></span></div> Moral characters, Academic well-being, High school students 0 0 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-1110-1&slc_lang=en&sid=1 Mohsen Arbezi Mohsenarbezi20@gmail.com 100319475328460013386 100319475328460013386 No Ph.D. Candidate of Educational Psychology, University of Shiraz, Shiraz, Iran Farhad Khormaei Khormaei@shirazu.ac.ir 100319475328460013387 100319475328460013387 Yes Department of Educational Psychology, University of Shiraz, Shiraz, Iran Saman Kamari Songhorabadi S.Kamarisonghorabadi@unitn.it 100319475328460013388 100319475328460013388 No Department of Psychology and Cognitive Science, University of Trento, Trento, Italy Masoud Fazilat-Pour Fazilatm@shirazu.ac.ir 100319475328460013389 100319475328460013389 No Department of Educational Psychology, University of Shiraz, Shiraz, Iran Massoud Hosseinchari hchari@uk.ac.ir 100319475328460013390 100319475328460013390 No Department of Educational Psychology, University of Shahid Bahonar, Kerman, Iran