1- Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran , Hajloo53@uma.ac.ir
2- PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
2- PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
Abstract: (8 Views)
Objective: This study aimed to examine and model the structural relationships among academic well-being, school enthusiasm, and self-esteem in elementary school students, specifically evaluating the mediating role of social adjustment.
Methods: This descriptive-correlational study employed structural equation modeling (SEM). The statistical population comprised all fourth- to sixth-grade elementary students in Nir County during the 2024–2025 academic year. A sample of 250 students was selected using cluster random sampling. Data were collected using the Academic Well-Being Questionnaire (Tuominen-Soini et al., 2012), the Self-Esteem Scale (Bakra, 2021), the Social Adjustment Scale (Sinha & Singh, 1997), and the School Engagement/Enthusiasm Scale (Wang et al., 2011). Data analysis was performed using SPSS and SmartPLS 4 software.
Results: The findings showed that the direct effect of self-esteem on academic well-being is positive and significant. School enthusiasm also has a positive and significant direct impact on academic well-being and social adaptation. The direct effect of social adjustment on academic well-being was also confirmed. In addition, the indirect effect of self-esteem and school enthusiasm on academic well-being through the mediation of social adjustment was positive and significant. The positive and significant relationships between self-esteem, school enthusiasm, and social adjustment confirmed the mediating role of social adjustment in academic well-being. The goodness-of-fit indices of the model, including the coefficient of determination (R²) and the coefficient of prediction (Q²), were also confirmed.
Conclusions: The results showed that social adjustment is an effective mediator between self-esteem and school enthusiasm with academic well-being, which leads to the promotion of academic well-being in students.
Methods: This descriptive-correlational study employed structural equation modeling (SEM). The statistical population comprised all fourth- to sixth-grade elementary students in Nir County during the 2024–2025 academic year. A sample of 250 students was selected using cluster random sampling. Data were collected using the Academic Well-Being Questionnaire (Tuominen-Soini et al., 2012), the Self-Esteem Scale (Bakra, 2021), the Social Adjustment Scale (Sinha & Singh, 1997), and the School Engagement/Enthusiasm Scale (Wang et al., 2011). Data analysis was performed using SPSS and SmartPLS 4 software.
Results: The findings showed that the direct effect of self-esteem on academic well-being is positive and significant. School enthusiasm also has a positive and significant direct impact on academic well-being and social adaptation. The direct effect of social adjustment on academic well-being was also confirmed. In addition, the indirect effect of self-esteem and school enthusiasm on academic well-being through the mediation of social adjustment was positive and significant. The positive and significant relationships between self-esteem, school enthusiasm, and social adjustment confirmed the mediating role of social adjustment in academic well-being. The goodness-of-fit indices of the model, including the coefficient of determination (R²) and the coefficient of prediction (Q²), were also confirmed.
Conclusions: The results showed that social adjustment is an effective mediator between self-esteem and school enthusiasm with academic well-being, which leads to the promotion of academic well-being in students.
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