An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions
The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. Th...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2023-01-01
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| Series: | Iranian Evolutionary Educational Psychology Journal |
| Subjects: | |
| Online Access: | http://ieepj.hormozgan.ac.ir/article-1-551-en.pdf |
| _version_ | 1797293674781999104 |
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| author | Mehrdad Salimi Houshang Jadidi Zekrollah Morovati Ali Taghvaei |
| author_facet | Mehrdad Salimi Houshang Jadidi Zekrollah Morovati Ali Taghvaei |
| author_sort | Mehrdad Salimi |
| collection | DOAJ |
| description | The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob’s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students’ well-being. |
| first_indexed | 2024-03-07T21:18:13Z |
| format | Article |
| id | doaj.art-b5cd6b3970e74f4b944ac706875b6cdc |
| institution | Directory Open Access Journal |
| issn | 2588-4395 |
| language | English |
| last_indexed | 2024-03-07T21:18:13Z |
| publishDate | 2023-01-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Evolutionary Educational Psychology Journal |
| spelling | doaj.art-b5cd6b3970e74f4b944ac706875b6cdc2024-02-27T17:19:59ZengUniversity of HormozganIranian Evolutionary Educational Psychology Journal2588-43952023-01-0151228239An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic EmotionsMehrdad Salimi0Houshang Jadidi1Zekrollah Morovati2Ali Taghvaei3 Ph.D. Student of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran Department of Psychology, University of Zanjan, Zanjan, Iran Department of Psychology, Yasouj University, Yasouj, Iran The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob’s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students’ well-being.http://ieepj.hormozgan.ac.ir/article-1-551-en.pdftest anxietyschool well-beingemotional regulationacademic self-efficacyacademic emotions |
| spellingShingle | Mehrdad Salimi Houshang Jadidi Zekrollah Morovati Ali Taghvaei An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions Iranian Evolutionary Educational Psychology Journal test anxiety school well-being emotional regulation academic self-efficacy academic emotions |
| title | An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions |
| title_full | An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions |
| title_fullStr | An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions |
| title_full_unstemmed | An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions |
| title_short | An Elaboration on the School Well-being Structural Model based on Emotional Regulation, Test Anxiety, and Academic Self-Efficacy: The Mediating Role of Academic Emotions |
| title_sort | elaboration on the school well being structural model based on emotional regulation test anxiety and academic self efficacy the mediating role of academic emotions |
| topic | test anxiety school well-being emotional regulation academic self-efficacy academic emotions |
| url | http://ieepj.hormozgan.ac.ir/article-1-551-en.pdf |
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