The relationship between hope and perceived social support with academic wellbeing by mediating role of psychological hardiness

Abstract

Background: The aim of the present study was to evaluate the relationship between hope and perceived social support with academic wellbeing by mediating role of psychological hardiness. Methods: This was a descriptive study and was designed to test the proposed model.  The statistical sample was 334 students of the Islamic Azad University of Kerman in the academic year of 2019-2020. People selected by convenience sampling method. The research instruments were Hope Scale, Perceived Social Support Scale, Academic Wellbeing and Psychological Hardness Questionnaires. For data analysis, path analysis method was used in Amos and Spss-24 software. Results: The overall response rate was 94.6%. Most of the respondents were between 18 and 27 years old. Women were almost 5 percent more than men. To achieve the desired fit in the initial model, the burnout component was eliminated due to low correlation with academic wellbeing and a new path of social support to academic well-being was added to the initial model. In the next steps, the components of social support were drawn with the suggestion of covariance software. The results of path analysis in the final model showed that the model has a good fit with the data. The results also showed that psychological hardiness plays a significant mediating role in the relationship between hope and perceived social support with academic wellbeing. Conclusion: Social support and hope through their effect on psychological hardiness led to an increase in academic wellbeing