The role of academic emotions in subjective wellbeing of high school students

This research aimed to investigate the role of academic emotions in subjective wellbeing of high school students. This study was a descriptive – analytical from the type of correlation. The statistical population included all secondary students of Urmia city in 2016-17 academic years that from them 379 persons were selected through multistep cluster sampling method. All of them completed the questionnaires of academic emotions (Pekrun & et al., 2002) and subjective wellbeing (Renshaw & et al., 2015). Data analyzed with Pearson correlation and multivariate regression with stepwise model methods. The findings showed there was a positive and significant relationship between positive academic emotion and all dimensions of them means enjoyment, hope, and pride with subjective wellbeing of students and a negative and significant relationship between negative academic emotion and all dimensions of them means anger, anxiety, shame, hopelessness and boredom with subjective wellbeing of students. Also, the positive and negative academic emotions could predict 36/4 percent, and the dimensions of positive and negative academic emotions could predict 39/4 percent of the variance of subjective wellbeing of students (P<0/01). So to increase the subjective wellbeing of students can increase the rate of positive academic emotions and decrease the rate of negative academic emotions through workshops.