The Relationship between Mental Well-being and Academic Stress with the Ability to Solve Social Problems in High School Students

Abstract

The main purpose of this study was to investigate the relationship between mental well-being and academic stress with the ability to solve social problems in first and third grade students of the theoretical branches of the second-high school in Ivan Gharb in the academic year 1397-98. The research method was descriptive-correlational and in terms of purpose was considered an applied research. The statistical population of the study consisted of all first grade female students (210 students) and third grade students (190 students). Using cluster random sampling method, the sample size was 130 people for the first grade and 120 people for the third grade were selected and tested according to Morgan and Krejcie table. To collect data from the Questionnaire, Mental Well-Being (Dinner, Emmons, Larsen, & Griffin), Life Satisfaction Scale of Watson, Clark, & Telgen (1988) Positive and Negative Emotion Scale (1988), Academic Expectations of Ang and Huan, the revised short form of Social Problem Solving Ability (SPSI-R) of Dezruila, Nezu and Meido-Olivares, were used. The reliability of the research tools was also confirmed using Cronbach's alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of variance, Pearson correlation coefficient and regression) were used to analyze the data. Findings showed that mental well-being and academic stress predicted the ability to solve social problems. The results also showed that in some aspects of mental well-being and academic stress, there was a significant relationship with the ability to solve social problems. Also, there was no significant difference between educational level and research variables.

Keywords

• mental well-being
• academic stress
• social problem solving ability
• female high school student