Modeling the relationship between successful intelligence and cognitive flexibility with academic well-being, the mediating role of creative thinking in high school students

The aim of this study was to model the relationship between successful intelligence and cognitive flexibility with academic well-being, the mediating role of creative thinking in high school students. The present study was a descriptive-correlation of structural equations. The statistical population of the study included all male high school students in Shahrekord who were selected 327 people by stratified sampling method. The research instruments included Tominin-Sweeney et al.'s (2012) Academic weel being Questionnaire, Grigorenko & Sternberg (2002) Successful Intelligence Questionnaire, Dennis &Vander Wal (2010) Cognitive Flexibility Questionnaire, and Peter Hani's (2001) Creative Thinking Questionnaire. Data were analyzed at both descriptive and inferential levels using SPSS software version 23 and AMOS software version 22. The results showed that the model of the relationship between successful intelligence and cognitive acceptance flexibility with academic well-being with the mediating role of creative thinking has a good fit (RMSE = 0.07; GFI, TLI, RFI, NFI, IFI, PNFI and CFI indices were more than 0.90). The results of the hypotheses showed that there is a direct relationship between successful intelligence and academic well-being (α <0.05); There is a significant relationship between cognitive flexibility and academic well-being directly and indirectly (through creative thinking) (α <0.05); There is a significant relationship between creative thinking and academic well-being (α <0.05). Based on this, it can be said that the model of the relationship between successful intelligence and cognitive flexibility with academic well-being with the mediating role of creative thinking has a desirable fit.