Investigating the relationship between perceived learning environment and love for learning: the mediating role of academic well-being and academic self-regulation in female students in Yazd.

The aim of this study was to investigate the relationship between perceived learning environment and love of learning among female students in Yazd. . A descriptive correlational research design was used, employing structural equation modeling. The population of this study included female students in both public and private schools in Yazd. A cluster random sampling method was used to select 370 participants. Data were collected using questionnaires on love of learning, perceived learning environment, academic well-being, and academic self-regulation. The collected data were analyzed using SPSS software for descriptive and inferential statistics. The distribution of the data was checked for accuracy, and Pearson correlation coefficient was calculated to examine the relationship between variables. PLS software was used to fit the structural equation model. The results of data analysis showed significant and important findings. Firstly, it was found that perceived learning environment has a direct impact on love of learning among female students. Additionally, perceived learning environment also has a direct impact on academic well-being and academic self-regulation. Furthermore, both academic well-being and academic self-regulation have a direct impact on love of learning. Finally, academic well-being and academic self-regulation mediate the relationship between perceived learning environment and love of learning. Based on these findings, it can be concluded that perceived school environment, academic well-being, and academic self-regulation are important factors that significantly influence love of learning among female students. These findings are important for educators and policymakers in creating supportive and effective learning environments to promote love of learning among students.