Sadra Medical Journal

The Relationship Between Mental Health, and Academic Well-being with the Mediation of Developmental Assets in First-Year High School Students

Document Type : Original Article

Authors

Hadis Saeedi 1
Alireza Manzari Tavakoli 2
Mitra Kamyabi 3
Zahra Zeinaddiny Meymand 3
Mahshid Tajrobehkar 4

1 PhD Student, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran

2 Associate Professor, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran

3 Assistant Professor, Department of Educational Science and Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran

4 Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran

https://doi.org/10.30476/smsj.2024.100347.1450
Abstract
Introduction: Academic sustainability and well-being influence students’ academic success. This study examines the relationship between mental health, persistence, and academic well-being, considering the mediating role of transformational capital.
Methods: This applied research adopts a descriptive-correlational approach. Information was collected through library and field methods. The statistical population included first-year male and female secondary school students in Kerman, with 300 students selected from six schools in a multi-stage cluster. The data collection tools included the Transformational Capital Questionnaire, the Academic Well-being Questionnaire by Tominen-Swini et al., and the Academic Sustainability Scale. Data analysis was performed using AMOS and SPSS version 23 software path analysis.
Results: The results indicated that transformational capital, as a mediating variable, affects the relationship between mental health, sustainability, and academic well-being. A relationship between academic sustainability and academic well-being is mediated by transformational capital. The model analysis showed that the indirect effect of academic sustainability on academic well-being through transformational capital was 0.35, indicating a relationship between academic sustainability and academic well-being mediated by students’ transformational capital.
Conclusion: Students with higher developmental capital (social, cultural, and family) exhibit cohesion and integrity and experience academic satisfaction. The external-textual dimension of transformational capital, which is the positive experiences individuals receive daily from relationships with people and the social system, can influence their well-being and academic sustainability.

Keywords

Academia
Psychological well-Being
Academic sustainability
Transformational capital
student
  1. Tuominen-Soini H, Salmela-Aro K, Niemivirta M. Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and individual differences. 2012;22(3):290-305.
  2. Wang C, Horby PW, Hayden FG, Gao GF. A novel coronavirus outbreak of global health concern. Lancet. 2020;395(10223):470-3.
  3. Lee W, Lee M-J, Bong M. Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary educational psychology. 2014;39(2):86-99.
  4. Collie RJ, Ginns P, Martin AJ, Papworth B. Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English-and Chinese-speaking Australian students. Educational Psychology. 2017;37(8):947-64.
  5. Behroozi N, Moradi M, Hajiyakhchali A, Alipour S. Testing the model of causal relationship perceived social support and academic well-being components by mediating academic self-efficacy beliefs, academic self-esteem and academic stress in male students. Psychological Methods and Models. 2018;9(33):35-50.
  6. Martin AJ, Yu K, Ginns P, Papworth B. Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology. 2017;37(8):930-46.
  7. Dehghan Hisar M. The relationship between transformational capital and self-regulation with moral identity in first grade female high school students, Master’s thesis. Tehran: Faculty of Psychology and Educational Sciences, University of Tehran; 2022. [In Persian].
  8. Sharif Mousavi F. The relationship between transformational capital and academic engagement with the mediating role of academic resilience. Master’s Thesis. Tehran: Faculty of Psychology, University of Tehran; 2023. [In Persian].
  9. Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al. The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet. 2020;395(10227):912-20.
  10. Rezaei VM. The relationship between perceived social support with psychological well-being: The mediator role of developmental assets. Developmental Psychology Quarterly: Iranian Psychologists. 2018;15(58):175-88.
  11. Alva SA. Academic invulnerability among Mexican-American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences. 1991;13(1):18-34.
  12. Scales PC, Benson PL, Roehlkepartain EC, Sesma A, Jr., van Dulmen M. The role of developmental assets in predicting academic achievement: a longitudinal study. J Adolesc. 2006;29(5):691-708.
  13. Pashak T, Hagen J, Allen J, Selley R. Developmental assets: Validating a model of successful adaptation for emerging adults. College Student Journal. 2014;48(2):243-8.
  14. Jackson C. A study of the relationship between the developmental assets framework and the academic success of at-risk elementary to middle school transitioning students. Dallas: Dallas Baptist University; 2010.
  15. Benson PL, Scales PC, Syvertsen AK. The contribution of the developmental assets framework to positive youth development theory and practice. Adv Child Dev Behav. 2011;41:197-230.
  16. Hatamian P, Nezhad MS. The prediction of academic burnout based on the emotion dysregulation and social support in nursing students. Educ Strategy Med Sci. 2018;11(1):59-65.
  17. Scales PC, Roehlkepartain EC, Shramko M. Aligning youth development theory, measurement, and practice across cultures and contexts: Lessons from use of the Developmental Assets Profile. Child Indicators Research. 2017;10:1145-78.
  18. Zeinali S, Akbari B, Sadeghi A, Moghtader L. Structural model of the relationship between transformational capitals and study hope with academic welfare and behavioral inhibition with the mediating role of academic retention among university volunteer students. Community Health. 2020;8(1):1-12.
  19. Manzari TA, Soltani A, Zeinadini MZ, HASANPOUR E. Predicting Academic Wellbeing Based on Academic Stress and Personality Traits. Middle Eastern Journal of Disability Studies. 2020;10(1):120-6.
  20. Mohammadi YF, Livarjani S, Hoseini ND. Developing a structural model for academic well-being of students of Tabriz medical sciences based on the sense of coherence and self-compassion by mediating responsibility. 2019;11(5):160-8.
Sadra Medical Journal
Volume 12, Issue 3
Summer 2024
Pages 405-413

Home

Guide for Authors

Submit Manuscript

Guide for Reviewers

Contact Us