The Mediating Role of Academic Engagement in the Relationship between Self-Compassion and Students' Academic Well-Being

Document Type : Research Paper

Authors

1 PhD Student, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

2 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

3 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

Abstract

The aim of this study was to investigate the mediating role of academic engagement in the relationship between self-compassion and academic well-being. The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the research was all second-year high school students in Shiraz in the academic year 2024-2025, among whom 516 students (223 boys and 293 girls) were selected using a multi-stage random cluster sampling method and responded to the Self-Compassion Scale (SCS), Academic Well-Being Questionnaire (AWBQ), and Academic Engagement Questionnaire (AEQ). Structural equation analysis was used to analyze the data using SPSS (version 26) and AMOS (version 24) software. The findings showed that the research model had a good fit with the collected data. Also, the findings showed that self-compassion had a positive and significant effect on academic engagement, and academic engagement also had a positive and significant effect on academic well-being. Also, examining the indirect path of the exogenous variable (self-compassion) on the final endogenous variable (academic well-being) showed that self-compassion had a significant indirect effect on academic well-being through academic engagement. Overall, the findings of the present study indicate the importance of paying attention to the role of self-compassion and academic engagement in increasing students' academic well-being.

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Journal of Studies in Learning & Instruction
Volume 17, Issue 2
September 2025
Pages 140-117

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History

  • Receive Date: 12 July 2025
  • Revise Date: 11 December 2025
  • Accept Date: 17 December 2025
  • First Publish Date: 17 December 2025
  • Publish Date: 23 September 2025

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