مدل ساختاری رابطه سرمایه های تحولی، امید به تحصیل با بهزیستی تحصیلی، بازداری رفتاری با میانجیگیری پایستگی تحصیلی در دانش آموزان داوطلب ورود به دانشگاه ها

Abstract

Background and Objective: Promoting academic well-being and academic retention or competence could lead to individual academic advancement. The aim of this study was to determine the relationship between developmental capital and academic achievement and academic well-being and behavioral inhibition with the mediating role of academic retention in students volunteering to enter university. Materials and Methods: The method of the present study is descriptive-correlational. The statistical population of the present study included all male and female students volunteering to enter the university in District One of Rasht in 2019 in the number of 1560 people. The sample size was 500 people. Sampling was done by random cluster sampling. Data collection tools include seven scales: Transformational Capital Questionnaire, Academic Retention Scale, Education Expectancy Scale, Academic Welfare Scale, and the Behavioral Inhibition Scale. Structural equation modeling using SPSS software version 22 and AMOS software version 22 has been used to analyze the research data. Results: The mean (SD) age of male students was 17.4 (6.4), and female students was 17.8 (6.5). With the increase of transformational capital with a mean (SD) of 3.5 (0.4), educational expectation with a mean (SD) of 3.5 (0.4), academic retention with a mean (SD) of 3.6 (0.6), academic well-being increases with a mean (SD) of 3.5 (0.4) and behavioral inhibition increases with a mean (SD) of 3.6 (0.5). Academic retention, behavioral inhibition, and academic well-being also increase with increasing education expectations. Academic retention plays a mediating role in the relationship between transformational capital and academic achievement with academic well-being and behavioral inhibition (P<0.01). Conclusion: It can be concluded that with the increase of transformational capital, educational expectation, academic retention, academic well-being, and behavioral inhibition increase. Academic retention had a mediating role in the relationship between transformational capital and educational expectation with academic well-being and behavioral inhibition. With the direct effect of transformational capital and academic expectation on academic sustainability, academic welfare, and behavioral inhibition increased.