fa عمومى General پژوهشي Research <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times=""><span style="color:black">Objective:</span></span></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Academic well-being is the students&#39; view of education and it has been seen as an important indicator in educational processes.</span></span> <span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">Therefore, identifying its predictive factors is very important. Based on this, the aim of the this study was to investigate the relationship between academic self-efficacy and happiness with academic well-being in female students.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times=""><span style="color:black">Method:</span></span></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black"> The present research design was descriptive-correlational.</span></span> <span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">375&nbsp; female students were selected by multi-stage cluster sampling method using Krejcie & Morgan table. With </span></span><span new="" roman="" style="font-family:" times=""><span style="color:black">Using </span></span><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:black">Tuominen-Soini</span></span></span><span new="" roman="" style="font-family:" times=""><span style="color:black"> et al.&#39;s academic well-being questionnaire </span></span><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">(2012)</span></span><span new="" roman="" style="font-family:" times=""><span style="color:black">, Morgan-Jinker academic self-efficacy questionnaire</span></span><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">(1999) and Oxford </span></span><span new="" roman="" style="font-family:" times=""><span style="color:black">Argyle & Lu </span></span><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">(1989) happiness questionnaire</span></span><span new="" roman="" style="font-family:" times=""><span style="color:black"> data were collected. </span></span><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">The data were analyzed with correlation significance test and stepwise regression analysis using spss26 software.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times=""><span style="color:black">Results:</span></span></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black"> 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). </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:107%"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times=""><span style="color:black">Conclusion:</span></span></b><span lang="EN" new="" roman="" style="font-family:" times=""><span style="color:black">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.</span></span><span dir="RTL" lang="FA" new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span><br> &nbsp; Academic well-being, Happiness, Academic self-efficacy 92 104 http://intjmi.com/browse.php?a_code=A-10-1-513&slc_lang=fa&sid=1 Fatemeh Khodapanah 10031947532846005671 10031947532846005671 No Master's Degree In Psychology, Educational Psychology, Kashan University Mohammadreza Tamannaifar 10031947532846005672 10031947532846005672 Yes Associate Professor, Department of Psychology, Faculty of Humanities, Kashan University, Kashan, Iran.