Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students

Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-co...

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Main Authors: Zahra Shirmohammadi, Zahra Eftekhar Saadi, Marzieh Talebzadeh Shoushtari
Format: Article
Language:English
Published: Mazandaran University of Medical Sciences 2023-03-01
Series:علوم بهداشتی ایران
Subjects:
Online Access:http://jhs.mazums.ac.ir/article-1-841-en.html
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author Zahra Shirmohammadi
Zahra Eftekhar Saadi
Marzieh Talebzadeh Shoushtari
author_facet Zahra Shirmohammadi
Zahra Eftekhar Saadi
Marzieh Talebzadeh Shoushtari
author_sort Zahra Shirmohammadi
collection DOAJ
description Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic well-being in female students in Kermanshah City, Iran.  Materials and Methods: The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020-2021 academic years. The random cluster sampling method was employed to select 216 students who completed the academic well-being, self-compassion, self-regulation, and perceived academic stress questionnaires. Path analysis and bootstrap method were adopted to evaluate the proposed model and test indirect relationships, respectively.  Results: The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic well-being. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic well-being (P<0.01).  Conclusion: According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving academic well-being of students.
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spelling doaj.art-7ecac16627fc41c5becda8158555b79c2023-04-18T08:34:37ZengMazandaran University of Medical Sciencesعلوم بهداشتی ایران2322-553X2322-47972023-03-011112936Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female StudentsZahra Shirmohammadi0Zahra Eftekhar Saadi1Marzieh Talebzadeh Shoushtari2 Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic well-being in female students in Kermanshah City, Iran.  Materials and Methods: The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020-2021 academic years. The random cluster sampling method was employed to select 216 students who completed the academic well-being, self-compassion, self-regulation, and perceived academic stress questionnaires. Path analysis and bootstrap method were adopted to evaluate the proposed model and test indirect relationships, respectively.  Results: The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic well-being. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic well-being (P<0.01).  Conclusion: According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving academic well-being of students.http://jhs.mazums.ac.ir/article-1-841-en.htmlpsychological well-beingself-compassionself-controlstressstudents
spellingShingle Zahra Shirmohammadi
Zahra Eftekhar Saadi
Marzieh Talebzadeh Shoushtari
Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
علوم بهداشتی ایران
psychological well-being
self-compassion
self-control
stress
students
title Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
title_full Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
title_fullStr Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
title_full_unstemmed Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
title_short Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students
title_sort mediating role of perceived academic stress in relationships of self compassion and self regulation with academic well being in female students
topic psychological well-being
self-compassion
self-control
stress
students
url http://jhs.mazums.ac.ir/article-1-841-en.html
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