fa تبیین مدل ساختاری بهزیستی مدرسه بر اساس مولفه های تنظیم هیجانی، اضطراب امتحان و خودکارآمدی تحصیلی با میانجی گری هیجان های تحصیلی در دانش آموزان روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:150%"><span style="background:white">The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students&rsquo; academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob&rsquo;s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students&rsquo; well-being.</span></span></span></span></span></div> Test Anxiety, School Well-Being, Emotional Regulation, Academic Self-Efficacy, Academic Emotions 228 239 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-551-1&slc_lang=fa&sid=1 Mehrdad Salimi مهرداد سلیمی msalimi6@yahoo.com 100319475328460010190 100319475328460010190 No Ph.D. Student of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran دانشگاه آزاداسلامی، سنندج، ایران Houshang Jadidi هوشنگ جدیدی jadidi.hooshang@yahoo.com 100319475328460010191 100319475328460010191 Yes Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran استادیار دانشگاه آزاداسلامی، سنندج، ایران Zekrollah Morovati ذکرالله مروتی z.morovati@znu.ac.ir 100319475328460010192 100319475328460010192 No Department of Psychology, University of Zanjan, Zanjan, Iran دانشگاه زنجان، زنجان، ایران Ali Taghvaei علی تقوائی نیا taghvaei.ali2@gmail.com 100319475328460010193 100319475328460010193 No Department of Psychology, Yasouj University, Yasouj, Iran دانشگاه یاسوج، یاسوج، ایران