Document Type : Research Paper
Authors
1 Department of Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran
2 Islamic Azad University, Ardakan Branch, Ardakan, Iran
Abstract
The present study aimed to examine the relationship between perceptions of constructivist learning environments and academic well-being, with self-control as a mediating variable, among upper secondary school students in Ardakan, Iran. This descriptive-correlational study was conducted on a statistical population of 3,498 students (1,870 boys and 1,628 girls). Using a stratified cluster random sampling method, 346 students (185 boys and 161 girls) were selected. Data were collected using the Constructivist Learning Environment Perception Questionnaire, the Academic Well-Being Questionnaire, and the Self-Control Scale. Data analysis was performed using structural equation modeling (SEM) with SmartPLS software. The results indicated that perceptions of constructivist learning environments had a significant effect on academic well-being both directly and indirectly through self-control. The R² values were 0.82 for self-control and 0.79 for academic well-being, indicating strong explanatory power of the model. Sobel’s test further confirmed the mediating role of self-control in the relationship between constructivist learning environment perceptions and academic well-being (p < .01). These findings suggest that fostering self-control skills within constructivist learning environments can enhance students’ academic well-being. The study highlights the importance of designing participatory and interactive learning environments that not only improve educational content but also facilitate the development of students’ self-regulatory abilities.
Keywords
- Constructivist Learning Environment Perceptions
- Self-Control
- Academic Well-Being
- Secondary School Students
Main Subjects
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