تفاوت های فردی در تنیدگی تحصیلی و بهزیستی ذهنی: نقش انگیزش پیشرفت تحصیلی

The present research aimed to study the mediation role of academic achievement motivation concerning relationship between academic stresses with subjective well-being. A sample of 400 students (200 males and 200 females) were selected by cluster sampling method, in which completed the Academic Achievement Motivation Inventory (AMS), Student Life Stress Inventory (SLSI) and Subjective well-Being Scales (SWLS). The hierarchical regression analysis was used for searching the mediating role of academic achievement motivation in relationship between academic stress and subjective well-being. According to the findings, there were significant relationships between all dimensions of academic achievement motivation with subjective well-being. As results showed there were a positive and significant relation between subjective well-being and internal/external academic achievement motivation and a negative one with lack of motivation as well. There was a negative and significant relation in all dimensions of academic stress with different facets of subjective well-being.  Also, there was a positive and significant relation between academic stress and lack of academic achievement motivation. On the other hand there was not any significant relation between other levels of academic achievement motivation with academic stress. The results of hierarchical regression showed that subjective well-being is determined by academic stress as well as by academic achievement motivation. Conclusion is made that although most students are potentially threatened by various stress types ,academic-achievement motivation takes an intermediating role between academic stress and subjective well-being. Therefore, paying attention this relation (the mediating role of academic-achievement motivation in the relationship between academic stress and subjective well-being) is recommended.