The Relationship of Quality of Life in School with Academic Self-Concept, Psychological Well-Being and Academic Eagerness

The purpose of the study was to investigate the relationship of quality of life in school with academic self-concept, psychological well-being, and academic eagerness. This is a descriptive correlation study. The statistical population of the study was all secondary high school students in Zehak. 323 students entered the study by stratified random sampling method. Data collection instruments were quality of life in school (Anderson & Bourke, 2000), academic self-concept (Yi-Hissn Chen, 2004), psychological well-being (Ryff, 1989), and academic Engagement (Schafeli, Salanova, Gonzalez-Roma & Baker, 2002) questionnaires. Pearson correlation coefficient and stepwise regression were used to analyze the data. The finding showed that quality of life in school has a positive and significant relationship with academic self-concept, (r=0.71), psychological well-being (r=0.79), and academic eagerness (r=0.67). Also, quality of life in school has been able to predict 56%, 65%, and  47% of the variance of academic self-concept, psychological well-being, and academic eagerness, respectively. According to the results, School management should provide a safe and autonomous school environment for students by establishing clear and consistent educational rules and regulations, establishing positive friendships between teachers and students, providing opportunities for emotional support, so that students are involved in the learning process with appropriate psychological well-being, positive academic self-concept, and high academic enthusiasm.