Volume 5, Issue 1 (March 2023)
IEEPJ 2023, 5(1): 228-239 |
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Salimi M, Jadidi H, Morovati Z, Taghvaei A. (2023). An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions. IEEPJ. 5(1), 228-239. doi:10.52547/ieepj.5.1.228
URL: http://ieepj.hormozgan.ac.ir/article-1-551-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-551-en.html
1- Ph.D. Student of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2- Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran ,jadidi.hooshang@yahoo.com
3- Department of Psychology, University of Zanjan, Zanjan, Iran
4- Department of Psychology, Yasouj University, Yasouj, Iran
2- Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran ,
3- Department of Psychology, University of Zanjan, Zanjan, Iran
4- Department of Psychology, Yasouj University, Yasouj, Iran
Abstract: (1747 Views)
The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ 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’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’ well-being.
Keywords: Test Anxiety, School Well-Being, Emotional Regulation, Academic Self-Efficacy, Academic Emotions
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/06/28 | Accepted: 2022/11/28 | Published: 2023/01/30
Received: 2022/06/28 | Accepted: 2022/11/28 | Published: 2023/01/30
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