Investigating the effect of information literacy and teachers' teaching quality on students' academic wellbeing through the mediation of emotional feelings

Paying attention to students' academic performance and improving academic conditions is one of the main goals of education. Academic well-being is one of the important and influencing variables on academic performance. The purpose of the present study was to investigate the effect of information literacy and teachers' teaching quality on students' academic well-being through the mediation of emotional awareness. The current research is descriptive-correlational in terms of its content nature (structural equation model) and practical in terms of its purpose. The participants in the current research, or in other words, the statistical population of the research, are 2646 students studying in the first and second secondary courses of the academic year 1402-1401 of Na min city. The sampling method used is multi-stage cluster sampling and due to the heterogeneity of the statistical population, a stratified sampling method was also used. According to the Morgan table, a sample of 292 people (99 women and 193 male person) were selected. The necessary information to answer the research question was collected through standard written questionnaires. The obtained results indicate that information literacy and teaching quality have a positive effect on emotional selfawareness with the path coefficients of 0.34 with t value (7.64), 0.41 with t value (6.23), respectively. Emotional self-awareness also has a positive and significant effect on academic well-being with a coefficient value of 0.51 and a t value (5.25). The academic well-being of students depends on their overall satisfaction with the level of fulfillment of their expectations. Students with positive emotions have higher academic well-being.