Volume 29, Issue 5 (8-2022)
RJMS 2022, 29(5): 227-237 |
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Research code: 01
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Clinical trials code: 01
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Rezaei R, Rezaei A, Goudarzi A. Investigating the Relationship between Academic Motivation and Academic Vitality and Psychological Well-Being in Male Students of the First year of High School. RJMS 2022; 29 (5) :227-237
URL: http://rjms.iums.ac.ir/article-1-8926-en.html
URL: http://rjms.iums.ac.ir/article-1-8926-en.html
Ph.D. in Psychology, Malayer Branch, Islamic Azad University, Malayer, Iran , amirhosseingoudarzi.psy.1369@gmail.com
Abstract: (265 Views)
Background & Aims: Success and progress in learning are among the basic goals of all educational systems. One of the important and influential factors in achieving this goal is to create environments that strengthen the feeling of energy and vitality in students. Students who are present in lively and energetic learning environments not only perform better in terms of learning motivation but also show more ability to face academic challenges. Optimal educational environments should be designed in such a way that they evoke a sense of belonging, vitality, and dynamism in students. These environments can be created by encouraging active participation in group activities, using diverse and creative teaching methods, and providing opportunities for rest and mental renewal. Also, providing psychological needs such as a sense of security, respect, and freedom in expressing one's opinion can play an effective role in creating a sense of vitality. Students' vitality is a psychological capital that not only facilitates learning, but also strengthens their social skills, and self-efficacy, and motivates their progress. Therefore, it is essential to pay attention to the factors that strengthen this feeling in the design of educational programs and learning environments. Academic vitality is one of the key variables in maintaining and improving the health of the academic context in educational systems. This concept is known as an inner feeling that is directly related to the mental health of students. Academic vitality shows the mental and psychological state of students in the learning environment and can be used as an index to measure their mental health and academic performance. This sense helps students to participate in the learning process with more motivation and energy and to cope better with the stress and challenges associated with studying. From the researchers' point of view, academic vitality is a simple yet effective way to understand students' well-being, because it is directly related to the feeling of freshness, vitality, and the ability to deal with problems in the field of education. This variable not only reflects the mental state of students, but it can help to better understand the environmental and personal conditions affecting academic performance. Therefore, the purpose of this research was to investigate the relationship between academic motivation academic vitality, and psychological well-being in male students of their first year of high school.
Methods: This research is descriptive and correlational. The reason for using correlation is that the researcher intends to investigate the relationship between variables. In this research, cognitive regulation strategies of emotion and mindfulness are considered as predictor variables, and psychological well-being as criterion variables. The statistical population of this research consists of all male students in the first year of secondary school in Neka city in the academic year of 2022-2023. The tools used in this research were the psychological well-being questionnaire, academic motivation questionnaire, and academic vitality questionnaire, and SPSS-23 software was also used for data analysis.
Results: The result shows that there is a significant relationship between psychological well-being and academic motivation components, and also the results showed that there is a significant relationship between academic vitality and psychological well-being in male students in the first year of high school.
Conclusion: The relationship between students' internal tendencies and their positive mental states is one of the important aspects that can affect the quality of educational experiences. A finding that points to the existence of a correlation between academic motivation and psychological well-being indicates that these two concepts are deeply intertwined. In other words, when students have a strong motivation to learn, they are likely to experience a level of satisfaction and psychological peace that can enhance their psychological well-being. This relationship is especially important in the students of the first year of high school because this age period is accompanied by major changes in personality and psychological needs. Boys who show higher motivation to participate in academic activities at this age usually feel more purposeful, and this sense of purpose can lead to an improvement in their mental state through experiencing success or strengthening positive relationships with teachers and peers. On the other hand, students who are in a better psychological state show more desire to learn and try. Having a sense of control over the environment and believing in their abilities, these students find more motivation to continue their education. Therefore, the link between academic motivation and psychological well-being is not only the result of the interaction of the individual's internal factors but is also affected by the educational environment and social conditions around him. This relationship shows the two-way interaction between internal motivation and mental health, which reflects the balance between basic psychological needs and positive environmental experiences in the psychological structure. The concordance between academic vitality and psychological well-being in male students in the first year of high school shows the deep influence of internal and environmental interactions on their psychological and academic status. Academic vitality, which is known as the sense of energy, vitality, and positive presence of students in the learning environment, can strengthen their psychological well-being by creating a sense of worth, meaningful communication, and increasing self-confidence. Indirectly, this vitality helps students cope better with academic stress and challenges and feel more in control of their lives and tasks. Psychological well-being, as a concept that implies positive mental experience and mental balance, is strengthened when the student is faced with a sense of freshness and purpose in the academic environment.
Methods: This research is descriptive and correlational. The reason for using correlation is that the researcher intends to investigate the relationship between variables. In this research, cognitive regulation strategies of emotion and mindfulness are considered as predictor variables, and psychological well-being as criterion variables. The statistical population of this research consists of all male students in the first year of secondary school in Neka city in the academic year of 2022-2023. The tools used in this research were the psychological well-being questionnaire, academic motivation questionnaire, and academic vitality questionnaire, and SPSS-23 software was also used for data analysis.
Results: The result shows that there is a significant relationship between psychological well-being and academic motivation components, and also the results showed that there is a significant relationship between academic vitality and psychological well-being in male students in the first year of high school.
Conclusion: The relationship between students' internal tendencies and their positive mental states is one of the important aspects that can affect the quality of educational experiences. A finding that points to the existence of a correlation between academic motivation and psychological well-being indicates that these two concepts are deeply intertwined. In other words, when students have a strong motivation to learn, they are likely to experience a level of satisfaction and psychological peace that can enhance their psychological well-being. This relationship is especially important in the students of the first year of high school because this age period is accompanied by major changes in personality and psychological needs. Boys who show higher motivation to participate in academic activities at this age usually feel more purposeful, and this sense of purpose can lead to an improvement in their mental state through experiencing success or strengthening positive relationships with teachers and peers. On the other hand, students who are in a better psychological state show more desire to learn and try. Having a sense of control over the environment and believing in their abilities, these students find more motivation to continue their education. Therefore, the link between academic motivation and psychological well-being is not only the result of the interaction of the individual's internal factors but is also affected by the educational environment and social conditions around him. This relationship shows the two-way interaction between internal motivation and mental health, which reflects the balance between basic psychological needs and positive environmental experiences in the psychological structure. The concordance between academic vitality and psychological well-being in male students in the first year of high school shows the deep influence of internal and environmental interactions on their psychological and academic status. Academic vitality, which is known as the sense of energy, vitality, and positive presence of students in the learning environment, can strengthen their psychological well-being by creating a sense of worth, meaningful communication, and increasing self-confidence. Indirectly, this vitality helps students cope better with academic stress and challenges and feel more in control of their lives and tasks. Psychological well-being, as a concept that implies positive mental experience and mental balance, is strengthened when the student is faced with a sense of freshness and purpose in the academic environment.
Type of Study: Research |
Subject:
Clinical Psychiatry
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