Mediating Role of Perceived Academic Stress in Relationships of Self-Compassion and Self-Regulation with Academic Wellbeing in Female Students

Background and Purpose: Stress, academic failure, and low academic achievement of learners are among the major problems in their academic lives and the education system of each country. The present study aimed to investigate the mediating role of perceived academic stress in relationships of self-compassion and self-regulation with academic wellbeing in female students in Kermanshah (Iran). Materials and Methods: The research method was descriptive-correlational. The statistical population included all the female senior high school students of Kermanshah, within the 2020–2021 academic years. The random cluster sampling method was employed to select 216 students, who completed the questionnaires of academic wellbeing, self-compassion, self-regulation, and perceived academic stress. Path analysis and bootstrap method were then adopted to evaluate the proposed model and test indirect relationships, respectively. Results: The results indicated that all direct paths were significant (P<0.001), except for the path from self-compassion to academic wellbeing. The relationships of indirect paths were made significant through the mediating role of perceived academic stress in academic wellbeing (P<0.01). Conclusion: According to the research results, perceived academic stress had a mediating role in the relationship between self-compassion and self-regulation with academic well-being in students; thus, it can be useful for developing and designing specific plans to prevent academic failure and improving the academic wellbeing of students.