Investigating the relationship between psychological capital and academic performance with the mediation of psychological well-being in male students of the first year of high school

Alireza Yousefi; Zeynab Pahlozadeh

doi:10.61838/kman.jayps.1.1.38

Authors

Alireza Yousefi PhD in Curriculum Planning, Department of Educational Sciences, Allameh Tabatabai Campus, Farhangian University, Bushehr, Iran Author https://orcid.org/0000-0002-6415-9227
Zeynab Pahlozadeh M.A, vice -chancellor of education of Shahid Migli elementary school, Department of Education of Bushehr city, Iran Author https://orcid.org/0000-0001-9228-9048

DOI:

https://doi.org/10.61838/kman.jayps.1.1.38

Keywords:

psychological capital, academic performance, psychological well-being

Abstract

Background and Aim: Education is one of the most important institutions of a society that can provide the all-round development of people. In general, the development of individual talents and the consolidation of the foundations of collective life and the creation of understanding between human beings are done in the shadow of education. Therefore, the purpose of the present study was to investigate the relationship between psychological capital and academic performance with the mediation of psychological well-being in male students of the first grade of high school. Methods: The current research was applied in terms of purpose and descriptive and correlational in terms of method. The statistical population of the present study included all male students in district 5 of Tehran who were studying in the first period of secondary school in the academic year of 2022-2023. Therefore, the sample size of the research was 200, determined based on Klein's point of view. In order to sample using the targeted and accessible sampling method, the statistical sample of the research was selected by referring to the first secondary schools of the 5th district of Tehran. The tools used to collect information included Luthans Psychological Capital Questionnaire (2007), Ryff’s Psychological Well-Being Questionnaire (1989) and the last grade point average obtained by the students. Results: The direct effect of psychological capital on psychological well-being is significant (β = 0.25 and t = 3.32). The direct effect of psychological capital on academic performance (β = 0.42 and t = 3.45) is significant. Finally, the direct effect of psychological well-being on academic performance (β=0.39 and t=3.39) is also significant. The indirect effect of psychological capital on academic performance is 0.22 and the total effect is 0.64. Conclusion: Therefore, it can be concluded that in the relationship between psychological capital and academic performance, the psychological well-being variable as a mediator can strengthen this relationship.

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