Predicting the Mental Well-Being of Female Secondary School Students Based on Academic Identity and Social Well-Being
Keywords:
Mental vitality, academic identity, social well-beingAbstract
Objective: This study aimed to predict the mental well-being of female secondary school students based on academic identity and social well-being. Methods and Materials: This was a descriptive correlational and predictive study. The statistical population consisted of all female students in the second year of secondary school in Tehran's districts 5 and 22 during the 2022–2023 academic year. A sample of 300 students was selected using multi-stage cluster sampling. The data collection tools included the Subjective Vitality Scale (Ryan & Frederick), the Academic Identity Status Questionnaire (Wass & Isaacson), and the Social Well-Being Questionnaire (Keyes). Data analysis involved descriptive statistics, Pearson correlation coefficient, simple linear regression, and simultaneous multiple regression using SPSS-26. Findings: Results indicated that both academic identity and social well-being significantly predicted mental well-being (p < 0.001). Social well-being alone explained 55% of the variance in mental well-being (R² = 0.55), academic identity explained 10% (R² = 0.10), and together they accounted for 67% of the variance in students' mental well-being (R² = 0.67). Conclusion: The findings suggest that academic identity and social well-being are significant contributors to students’ mental well-being. Programs that foster a strong academic self-concept and enhance students’ integration within the social environment can meaningfully increase vitality and mental energy among adolescent girls. Strengthening these components may lead to better psychological outcomes and academic motivation.
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