Presenting a Structural Model of the Impact of Students' Perceptions of Psychological Learning Environment on Academic Satisfaction with Personal Meaning Mediation

The purpose of the present study was to investigate the effect of the psychological learning environment on students' academic satisfaction through personal meaning mediation.

The research method surveys. The population of the study consisted of 956 students of secondary schools in Babol city who were selected using a cluster sampling method. Data were collected using a questionnaire called "What is Happening in this Class" (Smith, 2013), a Personal Factor Meaning Questionnaire (Riker, 1992), and the Academic Satisfaction Scale (Smith, 2013). Descriptive and inferential statistics (Pearson correlation coefficients and structural equation modeling) were used to analyze the data.

The results indicated that there is a positive relationship between the variables of the psychological learning environment with the personal meaning of a factor and academic satisfaction as well as between academic satisfaction with personal meaning. In addition to the direct impact on academic satisfaction, the variable of the psychological learning environment has a direct relationship with the mediating factor of personal meaning and has a positive effect on academic satisfaction.

In the previous research, similar results were obtained for the relationship of the components between these three domains. The results of this study are focused on the effect of the learning environment on the components of meaningful personal meaning and students' educational satisfaction. Thus, it can be said that the emphasis on self-knowledge and the development of transcendent consciousness should be a central part of the educational paradigm of schools.