an elaboration on the school well-being structural model based on emotional regulation, test anxiety, and academic self-efficacy: the mediating role of academic emotions

The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. the study was conducted as a descriptive-analytical work with a correlative nature. the sample group consisted of 384 male 9th-grade students in islam abad gharb (kermanshah province, iran). the participants were selected through multiple cluster sampling. the required data were gathered using the following five questionnaires: emotion regulation questionnaire (gross and john, 2003), test examination questionnaire (friedman, bendas-jacob’s, 1997), academic self-efficacy questionnaire (jinks & morgan, 1999), academic emotions questionnaire (pekran, 2006), and school well-being questionnaire (konu et al., 2002). the collected data were analyzed using structural equation modeling (sem). overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. in addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (p < 0.05). as can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. as a result, these factors can improve the students’ well-being.