Providing a Model of the Relationship between Spiritual Intelligence and Psychological Well-Being with the Mediating Role of Academic Stress in Adolescents Suffering from Nomophobia
Keywords:
Spiritual intelligence, Psychological Well-Being , academic stress, nomophobiaAbstract
Objective: The study aimed to provide a model of the relationship between spiritual intelligence and psychological well-being with the mediating role of academic stress in adolescents suffering from nomophobia.
Methods and Materials: This applied, quantitative, descriptive–analytical, correlational, and cross-sectional study was conducted on female high school students in Tehran suffering from nomophobia during the 2023–2024 academic year. Using multi-stage cluster sampling, 304 students were selected based on diagnostic criteria. Instruments included the Spiritual Intelligence Questionnaire (Abdollahzadeh et al., 2009), Ryff’s Psychological Well-Being Scale (1989), Student-Life Stress Inventory (Gadzella & Baloglu, 2001), and the Nomophobia Questionnaire (Azadmanesh et al., 2016). Data were analyzed using Pearson correlation and structural equation modeling in SPSS-V27 and Amos-V3.3.
Findings: Results showed that spiritual intelligence was positively and significantly associated with psychological well-being (β=0.472, p<0.001). Academic stress had a negative and significant relationship with psychological well-being (β=-0.391, p<0.001). Furthermore, academic stress positively and significantly mediated the relationship between spiritual intelligence and psychological well-being (β=0.113, p<0.001). Overall, the model explained 69% of the variance in psychological well-being.
Conclusion: The findings highlighted that spiritual intelligence enhances psychological well-being among adolescents with nomophobia, while academic stress plays a critical mediating role. Educational and counseling interventions focusing on the development of spiritual intelligence and stress management can be effective strategies for improving adolescent mental health in the digital age.
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Copyright (c) 2025 Leila Bahrampouri (Author); Marzieh Gholamitooranposhti; Mohammad Ghamari (Author)
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