| Abstrakt: |
Objective: The mental vitality of students as one of the important components of positive psychology has positive and desirable consequences such as improving mental health, academic achievement and improving the quality of academic life. Therefore, the current study was conducted with the aim of presenting a causal model of the relationship between perceptions of university well-being and students' subjective vitality with regard to the mediating role of achievement goals among the students of Payam Noor Jahrom University. Materials & methods: This research is descriptive in terms of correlation type and in terms of practical purpose. For this purpose, 324 students (214 females, 110 males) of Payame Noor students were selected by relative stratified sampling method and a self-report questionnaire consisting of university welfare subscales (Kanyo, Ellen, Lintonen, Rimpla, 2002), subjective vitality (Ryan and Frederick 1997), and progress goals (Middleton and Migley 1997). In addition, the reliability of the scales was checked and confirmed based on Cronbach's alpha coefficient. In order to analyze the data, Pearson's correlation coefficient and path analysis method were used by LISREL software. Discussion & Conclusion: The finding showed that the components of university well-being (university conditions, social relations, self-fulfillment methods, health status) indirectly and negatively affect the students' mental vitality through the mediation of the components of avoidance-performance goals, performance approach goals Gives. On the other hand, based on the results, the university welfare variable indirectly and positively affects mental vitality through mediation of mastery goals. According to the findings, the most direct effect on students' mental vitality is related to the variable of avoidance performance goals, and the most indirect effect on students' subjective vitality is related to self-actualization methods. The study of fitness indicators showed that the proposed research model is relatively good. Based on these findings, paying attention to the components of the university's well-being can provide the background for students' tendency towards consistent patterns of academic goal selection, and as a result, the basis for improving the mental vitality of students is provided. [ABSTRACT FROM AUTHOR] |
