Roghayeh Tarahi; Mohammad Rahim Jafarzadeh
Abstract
The aim of this study was to investigate the mediating role of authenticity personality dimensions in the relationship between perceptions of school climate and academic well-being of students. The statistical population of the study involved all the high school students in Behbahan, Khuzestan, south ...
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The aim of this study was to investigate the mediating role of authenticity personality dimensions in the relationship between perceptions of school climate and academic well-being of students. The statistical population of the study involved all the high school students in Behbahan, Khuzestan, south of Iran, out of which 354 individuals were finally selected using multi-stage random sampling. The research instruments consisted of the Academic Well-Being Scale (Tomenin Sweeney et al., 2012), Personality Authenticity Questionnaire (Wood et al., 2008), and Perceptions of School Climate (Beer et al., 2016). Descriptive data and correlation matrix were analyzed using SPSS software, version 26. Besides, AMOS software, version 26, was used to test the research hypotheses and research model. Based on the results, the proposed model has a good fit with the collected data. Perception of school climate had a direct and positive effect on the academic well-being of the students. On the other hand, perception of school climate directly and negatively affected the components of alienation and acceptance of external influences, which, in turn, had a direct and negative effect on the students’ academic well-being. Moreover, perception of school climate had a direct and positive effect on the students’ authentic life, which also exerted a direct and positive effect on the students’ academic well-being. Accordingly, in order to increase the academic well-being of the students, further attention should be paid to the dimensions of students’ authentic personality and perception of school climate.
