دوره 12، شماره 2 - ( 4-1402 )
جلد 12 شماره 2 صفحات 120-108 |
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Khodapanah F, Tamannaeifar M. Academic Well-Being of Adolescent Girls: The Role of Academic Self-Efficacy and Happiness. Int J Med Invest 2023; 12 (2) :108-120
URL: http://intjmi.com/article-1-1005-fa.html
URL: http://intjmi.com/article-1-1005-fa.html
Academic Well-Being of Adolescent Girls: The Role of Academic Self-Efficacy and Happiness. . 1402; 12 (2) :108-120
چکیده: (949 مشاهده)
Background: Academic well-being is the students' view of education and it has been seen as an important indicator in educational processes. Therefore, identifying its predictive factors is very important. Based on this, the aim of the study was to investigate the relationship between academic self-efficacy and happiness with academic well-being in female students.
Method: The present research design was descriptive-correlational. 375 female students were selected by multi-stage cluster sampling method using Krejcie & Morgan table. With Using Tuominen-Soini et al.'s academic well-being questionnaire (2012), Morgan-Jinker academic self-efficacy questionnaire(1999) and Oxford Argyle & Lu (1989) happiness questionnaire data were collected. The data were analyzed with correlation significance test and stepwise regression analysis using spss26 software.
Results: The results showed that there is a significant positive relationship between academic well-being and academic self-efficacy (P < 0.01, r = 0.66) and happiness (P < 0.01, r = 0.64).
Conclusion: The results of regression analysis showed that academic self-efficacy and happiness predict academic well-being and academic self-efficacy plays a stronger role in explaining the variance of academic well-being. Based on the findings, it can be said that students who have more academic self-efficacy and happiness have a positive attitude and more ability to adapt and solve problems in the school environment and have higher academic well-being. The findings of the present research have practical implications for psychologists and school counselors.
Method: The present research design was descriptive-correlational. 375 female students were selected by multi-stage cluster sampling method using Krejcie & Morgan table. With Using Tuominen-Soini et al.'s academic well-being questionnaire (2012), Morgan-Jinker academic self-efficacy questionnaire(1999) and Oxford Argyle & Lu (1989) happiness questionnaire data were collected. The data were analyzed with correlation significance test and stepwise regression analysis using spss26 software.
Results: The results showed that there is a significant positive relationship between academic well-being and academic self-efficacy (P < 0.01, r = 0.66) and happiness (P < 0.01, r = 0.64).
Conclusion: The results of regression analysis showed that academic self-efficacy and happiness predict academic well-being and academic self-efficacy plays a stronger role in explaining the variance of academic well-being. Based on the findings, it can be said that students who have more academic self-efficacy and happiness have a positive attitude and more ability to adapt and solve problems in the school environment and have higher academic well-being. The findings of the present research have practical implications for psychologists and school counselors.
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