تدوین مدل ساختاری بهزیستی مدرسه بر اساس خوش‌بینی تحصیلی با نقش واسطه‌ای اشتیاق تحصیلی در دانش‌آموزان دوره متوسطه دوم شهر فیروزآباد

اطهر  عزمی; مجید برزگر; نادره  سهرابی شکفتی

Authors

Athar Azmi Department of Psychology, Marv.C., Islamic Azad University, Marvdasht, Iran. Author https://orcid.org/0009-0007-7431-7931
Majid Barzegar Department of Psychology, Marv.C., Islamic Azad University, Marvdasht, Iran. Author https://orcid.org/0000-0003-4880-721X
Nadereh Sohrabi Shekafti Department of Psychology, Marv.C., Islamic Azad University, Marvdasht, Iran. Author https://orcid.org/0000-0002-0419-7440

Keywords:

School well-being, academic optimism, academic engagement, senior secondary school students, structural equation modeling

Abstract

This study aimed to develop and test a structural model of school well-being based on academic optimism, with academic engagement serving as a mediating variable among senior secondary school students in Firuzabad. This descriptive-correlational study was conducted using structural equation modeling. The statistical population comprised 2,014 senior secondary school students in Firuzabad during the 2025–2026 academic year. A sample of 320 students was selected through cluster random sampling. Data were collected using the School Well-Being Questionnaire developed by Konu et al., the Student Academic Optimism Questionnaire developed by Tschannen-Moran et al., and the Academic Engagement Scale developed by Fredricks et al. Pearson correlation analysis and structural equation modeling were performed using SPSS version 26 and AMOS. Academic engagement was positively and significantly correlated with school well-being, academic optimism was positively and significantly correlated with school well-being, and academic optimism was positively and significantly correlated with academic engagement (P<0.01). The model demonstrated acceptable fit indices, including χ²/df=2.48, CFI=0.965, GFI=0.944, AGFI=0.909, and RMSEA=0.068. Academic engagement had a significant direct effect on school well-being (β=0.341, T=5.52, P<0.001). Academic optimism also had a significant direct effect on academic engagement (β=0.288, T=4.04, P<0.001). Furthermore, the indirect effect of academic optimism on school well-being through academic engagement was positive and statistically significant (β=0.098, T=3.26, P=0.001). Academic optimism can enhance students’ school well-being by strengthening their behavioral, emotional, and cognitive engagement. Accordingly, school-based interventions aimed at increasing trust in teachers, academic emphasis, school identification, and active student participation may contribute to improved school well-being.

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