Psychological well-being

Aim: The main goal of this study was to explore how human agency and optimism are related to the psychological well-being of students. Method: This study utilized a descriptive correlational method to conduct the research. The target population for the study included all high school students in the 3rd district of Karaj Education during the second semester of the 2022-2023 academic year. A sample size of 150 individuals was chosen using the Krejci and Morgan (1970) table through cluster random sampling. Information for the study was gathered through questionnaires on human agency developed by Woody, Palito, and Barnier (2013), optimism by Scheier and Carver (1985), and psychological well-being by Riff (2002). The data was analyzed using linear multivariate regression tests along with simultaneous and correlation methods. The analysis was conducted using SPSS software, specifically version 23. Results: The analysis of research data revealed a significant negative correlation between human agency, involuntary effort, and psychological well-being (P< 0.01). Additionally, there was a significant positive correlation between optimism and psychological well-being (P< 0.01). The analysis of the research data revealed that 35% of the variations in psychological well-being can be attributed to human agency and optimism, with a statistically significant result (P < 0.01 and F (147.2) =41.19). Conclusion: The research findings indicate that agency is crucial for the personal development and adjustment of individuals to their surroundings. Human agency greatly influences the actions and situations in life, helping people to manage their endeavors in reaching their objectives and aspirations.

The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement

Social adjustment functions as a connecting bridge in human interactions. High self-worth, by enhancing employees’ communication and interpersonal skills, provides a foundation for greater psychological well-being. In fact, a major portion of self-worth’s influence on mental well-being is realized through an individual’s capacity to establish constructive relationships with others in the workplace. The present study aimed to examine the mediating role of social adjustment in the relationship between self-worth and psychological well-being among employees. This research was applied in purpose and employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of all 240 female employees of Zahedan Health Center in 2024, all of whom were included in the study through a census sampling method. Data were collected using Bell Adjustment Inventory (1961), Contingencies of Self-Worth Scale by Crocker et al. (2003), and Ryff’s Psychological Well-Being Scale (1995). Data analysis was conducted using SPSS 20 and LISREL software. Path analysis results revealed significant positive correlation between social adjustment and psychological well-being (r = 0.79, p < 0.01), between self-worth and social adjustment (r = 0.57, p < 0.01), and between self-worth and psychological well-being (r = 0.48, p < 0.01). The Sobel test yielded a Z-value of 12.45, which exceeded the critical value of 1.96. Therefore, at a 95% of confidence level, it can be concluded that social adjustment plays a significant mediating role in the relationship between self-worth and employees’ psychological well-being.