The mediating role of psychological capital on the relationship between meaning in life and academic well-being in adolescents

Document Type : Research

Authors

1 Masters of School Counseling, Department of Counseling, University of Shahid Beheshti, Tehran, Iran.

2 Assistant Professor of Psychology Faculty member of Shahid Beheshti University

10.30473/etl.2025.72925.4305

Abstract

This research was conducted with the aim of testing the causal model of the mediation of psychological capital on the relationship between meaning in life and academic well-being in adolescents. In this correlational research, 302 adolescents (158 boys and 144 girls) who were selected by the available sampling method from the second secondary students of the 20th education district of Tehran in the academic year of 1402-1401, responded to the School Engagement Inventory (Salmela-Aro & Upadaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009), the Academic Psychological Capital Questionnaire (Martínez, Meneghel, Carmona-Halty, Youssef-Morgan, 2021) and the Meaning in Life Questionnaire (Steger, Frazier, Oishi & Kaler, 2006). The results of the statistical method of path analysis showed that the complete mediation model of psychological capital in the relationship between meaning in life and academic well-being (academic engagement and academic burnout) in adolescents had a good fit with the data. In sum, the results of this research, emphasizing the complete mediation model of psychological capital in the relationship between meaning in life and academic well-being in adolescents, supported the sufficiency of the conceptual inclusion of the comprehensive construct of psychological capital in explaining the causal link between the two realms of meaning in life and academic well-being in adolescents.

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