Abstract

The present study was conducted with the aim of modeling academic well-being based on School climate and identify , family communication patterns and emotional-social competence of students with the mediation of academic self-efficacy.. The research method was correlational and structural equation modeling (SEM). For this purpose, 369 high school students were selected from schools in Sari using cluster sampling. The data collection tools were the School Climate and Identity Questionnaire by Lee et al. (2017), the Family Communication Patterns Questionnaire by Fitzpatrick and Ritchie (1994), the Student Social-Emotional Competence Questionnaire by Xu and Yi (2012), the Academic Well-Being Questionnaire by Tumenin-Sweeney et al. (2012), and the Academic Self-Efficacy Questionnaire by Morgan and Jakins (1998). Confirmatory factor analysis was used to analyze the data and fit the measurement model, and structural equation modeling (SEM) was used with AMOS 26 software to fit the research model. The results of the study showed that school climate and identity and social-emotional competence have a direct effect on academic well-being in students, and family communication pattern does not have a direct effect on academic well-being in students. The results also showed that school climate and identity, family communication pattern, social-emotional competence have an indirect effect on academic well-being with the mediating role of academic self-efficacy in students. According to the results of the study, the proposed model of academic well-being based on school climate and identity, family communication patterns, and social-emotional competence has a good fit.