The mediating role of happiness and academic self-efficacy in the relationship between self-compassion and academic well-being in student

types of research have emphasized the relationship between Academic well-being and self-compassion. Despite the high importance of the role of academic well-being, so far, limited research has been conducted in Iran. In some of these studies, the factors predicting students' academic well-being, including the role of self-compassion, have been identified, but the mediating mechanisms of this relationship have not been identified yet.

This study aimed to investigate the relationship between self-compassion and academic well-being with the mediating role of happiness and academic self-efficacy in students.

The design of this research was descriptive and correlational. The statistical population included the students in the second year of high school in Tehran who were studying in the academic year 2021-2022. 370 students were selected by multi-stage cluster sampling method using Krejcie & Morgan table. Using Tuminen-Sweeney et al.' s(2012) academic well-being questionnaire, Morgan-Jinker's (1999) academic self-efficacy questionnaire, Argyle & Lu's (1989) Oxford happiness questionnaire, and self-compassion questionnaire data were collected.

The results showed that there are significant relationships between academic well-being and self-compassion (r= 0.42, P< 0.01), happiness (r= 0.60, P< 0.01), academic self-efficacy (r= 0.44,
P< 0.01), self-compassion and happiness (r= 0.64, P< 0.01), self-compassion and academic self-efficacy (r= 0.23, P< 0.01). The proposed model was evaluated by the path analysis method. The results indicated that happiness and academic self-efficacy mediate the relationship between self-compassion and academic well-being.

The findings of this research showed that students with high self-compassion and better academic well-being had more happiness and experienced better Academic self-efficacy.