Causal Relationship Enabling Structure and School well-Being with the Mediation of Educational Optimism Eomponents and Academic Vitality Junior High School Students in Ahwaz
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
The aim of this research was to determine the mediating role of student-teacher trust, academic emphasis and a sense of identity to school as components of educational optimism and academic vitality between enabling structure and school well-being of junior high school students of Ahwaz. The study population consisted of all junior high school students of Ahwaz during academic year 2016-2017. 180 students were selected as sample using multistage random sampling. Enabling Structure Scale (ESS) Academic Vitality Questionnaire Academic Optimism Scale and School Well-being Questionnaire. In order to test fitness of proposed model, path analysis was applied and according to obtained values of indices, data fit well with modified model. Moreover, obtained results showed that there were positive significant relation between enabling structure and the all components of academic optimism (Student-teacher trust, academic emphasis and a sense of identity to school) and academic vitality. Moreover, academic optimism and vitality have been also in significant correlation with school well-being. All direct paths assumed in proposed model have been significant. Moreover, overall indirect hypothesis based on mediation of variables of Student-teacher trust, academic emphasis and a sense of identity to school and academic vitality has been significant between enabling structure and school well-being. However, in regard with testing each indirect hypothesis, the component "trust" has not been considered as mediator.
Language:
Persian
Published:
Modern psychological research, Volume:12 Issue: 47, 2018
Pages:
107 to 135
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