Investigating the Mediating Role of Emotional Competence in the Relationship between Academic Resilience and Academic Well-Being

This study aimed to investigate the structural relationship between academic resilience and academic well-being with the mediating role of emotional competence. This study adopted a descriptive-correlational design, and the statistical population included all high school students in Evaz, a city located in the south of Fars province, of which 292 (118 boys and 174 girls) were selected using a convenience sampling method. The participants were asked to fill in academic resilience scale, emotional competence, and academic well-being questionnaires. To analyze the data, descriptive statistics and structural equation modeling using SPSS-16 and AMOS-24 statistical software were used. The results showed that academic resilience predicted academic well-being both directly and through intrapersonal emotional competence though the mediating effect of interpersonal emotional competence was not significant. In addition, while intrapersonal emotional competence positively and significantly predicted academic well-being, interpersonal emotional competence did not significantly predict academic well-being. The findings of this study contribute to the literature both theoretically and practically. From a theoretical perspective, the findings highlight the importance of intrapersonal antecedents in enhancing academic well-being. From a practical point of view, the results show that students’ intrapersonal emotional competence and academic resilience can be promoted by providing them with the necessary training, which, in turn, can contribute to students’ academic well-being.