Studying Academic Optimism, Identity, and Buoyancy as Predictors of School Well-being (Interest in School, Perceived Academic Self-Efficacy, and Destructive Behaviors) among Male High School

Document Type : Original Article

Authors

1 MA in Educational Research, Faculty of Psychology and Educational Sciences, university of Tehran. Tehran, Iran.

2 Ph. D. student of Assessment and measurement, Faculty of Psychology and Educational Sciences, university of Tehran. Tehran, Iran.

3 Assistant Professor of TEFL, Faculty of Letters and Humanities, Salman Farsi University of Kazeroun, Kazeroun, Iran.

4 Associate Professor, Faculty of Psychology and Educational Sciences, university of Tehran. Tehran, Iran.

Abstract

The present study aims to investigate academic optimism, identity, and buoyancy as predictors of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors) among male high school students in Izeh City, Iran. The study employed a descriptive methodology with a correlational research design, and the statistical population consisted of male high school students in Izeh City, Iran. Among all the students, 300 were selected using the multistage random sampling technique. The academic vitality and well-being (ABQ) and Academic Optimism Questionnaire (AIQ), Academic Identity Scale (AIS), and buoyancy were applied for data collection. Furthermore, the canonical correlation coefficient and regression analysis were employed to evaluate the data. The results indicated that there is a significant relationship (r = 0.46 and p ≤ 0.01) between academic optimism (Hoy & Hoy, 2010), academic identity (Woodruff, 2003), and academic buoyancy (Martin & Marsh, 2006) and components of school well-being (interest in school, perceived academic self-efficacy, and destructive behaviors). The results from stepwise regression analysis show that the predictor variables of academic optimism and buoyancy fulfilled school well-being to 70.61%. According to the research findings, it is essential to provide different education levels in lower educational stages and invest more deeply in academic optimism.                  
 

Keywords

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History

  • Receive Date: 29 November 2021
  • Revise Date: 11 December 2021
  • Accept Date: 18 December 2021

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