Structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and achievement emotions

Document Type : Scientific Articles

Authors

1 Department of Educational Management, Faculty of Educational Sciences and Psychology, Mehr Arvand Higher Education Institute, Abadan, Iran.

2 Assistant Professor of Education Sciences, Farhangian university, Tehran, Iran.

10.22111/jeps.2024.48261.5679

Abstract

The aim of the current research is to investigate the structural modeling of the effect of school culture on psychological well-being with the mediating role of narcissism and students' progress emotions with the research method, structural equation model correlation. The statistical population of this research was 38,300 public elementary school students in Ahvaz in the academic year of 2022-2023, of which 392 were selected by stratified random sampling. Four standard psychological well-being questionnaires of Riff (1989), school culture by Alexander and Sade (1998), progress excitement by Pakran et al. (2005) and narcissism by Ames et al. (2007) were used to collect data. The obtained data were analyzed using spss23 and Lisrel 8.8 software. The results of data analysis based on regression coefficients show that school culture has a 0.58 effect on psychological well-being, school culture has a 0.71 effect on progress emotions, school culture has an effect on narcissism 0.69, progress emotions have a 0.37 effect on psychological well-being, and narcissism has an effect on 0.71. Psychological well-being had a significant effect of 0.40 (p<0.01). According to the findings of the research, it can be concluded that the school culture has significant effects on the psychological well-being, progress emotions and narcissism of the students, therefore it is recommended to the school administrators to improve the school culture to the students' communication with each other, knowledge communication Students should pay attention to the teacher and educational opportunities.

Keywords

References

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Journal of Educational Psychology Studies
Volume 21, Issue 56
December 2024
Pages 164-135

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