The structural model of academic well-being based on epistemological curiosity and the meaning of life with the mediating of academic engagement in students
Subject Areas : Educational Psychology
zahra alinezhad
1
(Islamic Azad University of Khoy Branch)
bagher sardary
2
(Department of Educational Sciences, Khoi Branch, Islamic Azad University, Khoi)
Heidar Ali Zarei
3
(Koy)
Keywords: academic well-being, epistemological curiosity, meaning of life, academic engagement.,
Abstract :
This research was conducted with the aim of presenting a structural model of academic well-being based on epistemological curiosity and the meaning of life with the mediating of academic engagement in students. The present research was among descriptive-correlational studies. The statistical population of the research included all undergraduate students of Islamic Azad University, Khoy Branch, in the academic year of 2023. The statistical sample consisted of 350 people who were selected from different faculties by staged cluster sampling method. Data collection tools included Academic Wellbeing Questionnaire (AWBQ), Epistemological Curiosity Scale (ECS), Meaning of Life Scale (MLQ) and Academic Engagement Questionnaire (AES). Data analysis was done using Pearson correlation and structural equation analysis in SPSS and AMOS programs. Data analysis showed that epistemological curiosity and the meaning of life have positive and significant direct effects on academic engagement and academic well-being, and academic engagement has a significant and positive direct effect on academic well-being. Also, epistemological curiosity and the meaning of life have a positive and significant indirect effect on academic well-being through academic engagement (p<0.01). Therefore, it seems that increasing epistemological curiosity and the meaning of life can help improve academic engagement and academic well-being. This study can be useful in developing strategies to improve academic engagement and academic well-being.