Document Type : Original Article
Authors
1 Master's degree, Educational Psychology, Mah.C., Islamic Azad University, Mahabad, Iran.
2 Associate Professor, Department of Psychology, Mah.C., Islamic Azad University, Mahabad, Iran.
Abstract
The current study was conducted with the aim of explaining the model of the effect of self-directed learning on students' psychological well-being with the mediating role of academic well-being. This study is applied in terms of purpose and is of correlational type with an emphasis on the structural equation model. The population included 316 undergraduate students in humanities at Islamic Azad University, Mahabad Branch, in the academic year 2024-2025, of which 105 students were selected using convenience sampling method. Data were collected using standard questionnaires of psychological well-being by Riff (1998), academic well-being by Tominin-Sweeney (2012), and self-directed learning by Fisher, King & Tague (2001). Data analysis was performed using SPSS software and structural equation modeling (SEM). The results showed that self-directed learning directly has a significant effect on students' psychological well-being (β=0.451, p<0.001); academic well-being directly has a significant effect on students' psychological well-being (β=0.277, p<0.001); self-directed learning directly has a significant effect on students' academic well-being (β=0.324, p<0.001); and finally, self-directed learning indirectly has an increasing role in explaining psychological well-being through academic well-being as a mediating variable (β=0.448, p<0.001). Based on the findings, self-directed learning enhances academic well-being, and the effects of these two variables together have a significant impact on promoting psychological well-being. These results emphasize the importance of strengthening self-directed learning skills and promoting academic well-being in improving students' mental health. Therefore, developing self-directed learning skills through academic well-being can provide the basis for promoting students' psychological well-being.
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