mediating role of social support in the relationship between psychological capital and mental well-being in students with learning disabilities

Background: students with learning disabilities face social, emotional, and academic difficulties. objective: the present study aimed to assess the role of social support in the relationship between psychological capital and mental well-being in students with learning disabilities. methods: this cross-sectional correlational research was conducted using structural equation modeling. the statistical population comprised all students with learning disabilities residing in tehran from july to november 2023. a sample of 250 adolescent students was selected using a multi-stage cluster and targeted sampling method. the data collection instruments were the multidimensional scale of perceived social support (mspss), subjective well-being scales (sws), and luthans psychological capital questionnaires (pcq). data analysis was performed using smartpls (version 4) and spss (version 7) software packages. results: the present study revealed that self-efficacy positively affected mental well-being through the social support variable, with a significant effect (β=0.241; p=0.000). hope had a beneficial effect on mental wellness through social support, with a substantial positive impact (β=0.091; p=0.017). resilience had a beneficial impact on mental well-being through social support, with a significant result (β=0.167; p=0.001). conclusion: the results of this study demonstrated that hope and self-efficacy, two psychological assets, improve both mental well-being and social support. nonetheless, optimism only boosts well-being, while resilience only improves social support. furthermore, social support, acting as a mediator, enhances mental well-being.