The effect of academic emotions on academic buoyancy and academic well-being with mediation of positive adolescent development in secondary school students

Subject Areas : Educational

Ameneh Shojaei ¹ , Alireza Haji Hajiyakhchali ² , Gholam Houssein Maktabi ³ , Manigah Shehni Yailagh ⁴

1 - Ph. D student of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2 - 2. Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 - Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
4 - 3. Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Received: 2023-09-03 Accepted : 2023-10-15 Published : 2025-06-10

Keywords: academic excitement, academic well-being, academic vitality, positive adolescent development, students of the second secondary school,

Abstract :

The purpose of this research was to test the effect of academic emotions on academic buoyancy and academic well-being with mediation of positive adolescent development in secondary school students of Behbahan city.  This research is applied in terms of purpose and descriptive in terms of methodology. The statistical population of this research included 1650 female and male students of the second secondary level of Behbahan city in the academic year of 2021-2022, and 580 people (290 female students and 290 male students) were selected as the research sample by multi-stage random sampling method. The instrument used in the study were, Academic Well-Being Questionnaire (Tominin-Sweeney et al., 2012), Academic Buoyancy Questionnaire (Dehghanizadeh and Hosseinchari, 2013), Achievement Emotions Questionnaire (Pakran et al., 2005), and Positive Adolescent Development Questionnaire (Geldof et al., 2014). Evaluation of the proposed model was done through structural equation modeling and Sobel method using SPSS-24 and AMOS-24 software. The results showed that the proposed model had a relatively good fit with the data. The findings indicated that the effect between positive emotions and the positive development of adolescence, academic well-being and academic vitality was positive and significant (p<0.05). In addition, the effect between negative emotions and the positive development of adolescence, academic well-being and academic vitality was negative and significant (p<0.05). Also, the effect between positive adolescent development and academic well-being and academic vitality was positive and significant (p<0.05). The results of indirect paths also showed that positive and negative emotions have a significant effect on academic well-being and academic vitality through the positive development of adolescence. Therefore, by strengthening positive emotions and controlling negative emotions among students, we can see a positive change in them. In other words, the higher the positive emotion and the lower the negative emotion, the more the positive development of adolescence will be, and as a result, the academic well-being and academic vitality will increase in these people.

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