The Mediating Role of Academic Passion and Academic Well-Being in the Association between Classroom Socio-Mental Climate and Academic Resilience

Document Type : Research Paper

Authors

1 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Shahid Beheshti, Tehran, Iran.

2 Department of Educational Psychology, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran.

3 Department of Educational Psychology, Faculty of psychology and Educational Science, University of Tehran, Tehran, Iran

Abstract

The aim of this study is to examine the mediating effect of academic passion and academic well-being on the association between classroom socio-mental climate and academic resilience. The research method is descriptive-correlational. The study’s statistical demographic comprised sixth-grade students, both male and female, residing in Isfahan during the second semester of the 2020-2021 academic year. Strategized random sampling was utilized to select 360 pupils, 131 of whom were female and 192 of whom were male. The research instruments utilized in this study comprised the Academic Passion Scale (APS) developed by Salehnajafi et al., the Academic Well-Being Questionnaire (AWQ) created by Tuominen-Soini et al., the Socio-mental Climate Questionnaire (PCSMCQ) developed by Fraser et al., and the Samuels Academic Resilience Questionnaire (ARI). The data were analyzed using structural equation modeling and the SPSS-22 and Amos-24 software packages. The results showed that the path coefficients associated with the direct relationships between classroom socio-mental climate and academic passion and well-being (β=0.65 for both paths), β=0.21 for resilience, and β=0.30 for well-being, are statistically significant at the 0.01% level. Furthermore, at the 0.01% significance level, the direct path between academic passion and academic resilience is β=0.32. The findings of the investigation indicate that the proposed model fits the data well.
 

Keywords

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Journal of Applied Psychological Research
Volume 14, Issue 3
2023
Pages 143-162

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  • Receive Date: 23 June 2022
  • Revise Date: 18 August 2022
  • Accept Date: 30 August 2022
  • First Publish Date: 09 October 2023
  • Publish Date: 09 October 2023

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