Volume 23, Issue 4 (3-2026)
RBS 2026, 23(4): 797-807 |
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Binaee N, Hosseinpour R, Khoeini F. The Mediating Role of Creative Thinking in the Relationship between Psychological Well-Being and Achievement Motivation among Senior High School Students in Tehran. RBS 2026; 23 (4) :797-807
URL: http://rbs.mui.ac.ir/article-1-2091-en.html
URL: http://rbs.mui.ac.ir/article-1-2091-en.html
1- Department of Educational Psychology, NT.C., Islamic Azad University, Tehran, Iran
2- Department of Psychology, NT.C., Islamic Azad University, Tehran, Iran ,erhusein@iau.ac.ir
3- Department of Psychology, Fi.C., Islamic Azad University, Firuzkuh, Iran
2- Department of Psychology, NT.C., Islamic Azad University, Tehran, Iran ,
3- Department of Psychology, Fi.C., Islamic Azad University, Firuzkuh, Iran
Abstract: (310 Views)
Aim and Background: In this regard, examining the mediating role of creative thinking in explaining the relationship between psychological well-being and achievement motivation may provide a deeper understanding of the cognitive–emotional processes underlying academic advancement among senior high school students. The present study aimed to determine the goodness-of-fit of a structural model of the relationship between psychological well-being and achievement motivation, with creative thinking as a mediating variable, among senior high school students in Tehran
Methods and Materials: In terms of purpose, the study was applied, and in terms of method, it was descriptive-correlational. The statistical population consisted of 275 senior high school students from District 6 of Tehran who were selected through cluster random sampling. The research instruments included the Achievement Motivation Questionnaire developed by Hermans (1970), the Psychological Well-Being Scale by Carol Ryff (1989), and the Creative Thinking Questionnaire by Welch and McDowall (2002), all of which demonstrated acceptable validity and reliability. Data were analyzed using SPSS-26 and AMOS-23.
Findings: The findings showed that psychological well-being has a direct, positive and significant effect on creative thinking (β=0.82 and P<0.001) and achievement motivation (β=0.44 and P<0.001). Also, the direct effect of creative thinking on achievement motivation (β=0.47 and P<0.001) was confirmed. The results of the bootstrap test also indicated the significance of the mediating role of creative thinking in the relationship between psychological well-being and achievement motivation (β=0.38 and P<0.001). Finally, the total effect of psychological well-being on achievement motivation (β=0.89 and P<0.001) was assessed as significant. This indicates that part of the effect of well-being on motivation is explained by strengthening creative thinking.
Conclusions: Accordingly, psychological well-being can predict greater achievement motivation in students and help them achieve greater academic achievement motivation by engaging and improving creative thinking in them.
Methods and Materials: In terms of purpose, the study was applied, and in terms of method, it was descriptive-correlational. The statistical population consisted of 275 senior high school students from District 6 of Tehran who were selected through cluster random sampling. The research instruments included the Achievement Motivation Questionnaire developed by Hermans (1970), the Psychological Well-Being Scale by Carol Ryff (1989), and the Creative Thinking Questionnaire by Welch and McDowall (2002), all of which demonstrated acceptable validity and reliability. Data were analyzed using SPSS-26 and AMOS-23.
Findings: The findings showed that psychological well-being has a direct, positive and significant effect on creative thinking (β=0.82 and P<0.001) and achievement motivation (β=0.44 and P<0.001). Also, the direct effect of creative thinking on achievement motivation (β=0.47 and P<0.001) was confirmed. The results of the bootstrap test also indicated the significance of the mediating role of creative thinking in the relationship between psychological well-being and achievement motivation (β=0.38 and P<0.001). Finally, the total effect of psychological well-being on achievement motivation (β=0.89 and P<0.001) was assessed as significant. This indicates that part of the effect of well-being on motivation is explained by strengthening creative thinking.
Conclusions: Accordingly, psychological well-being can predict greater achievement motivation in students and help them achieve greater academic achievement motivation by engaging and improving creative thinking in them.
Type of Study: Research |
Subject:
Special
Received: 2026/02/20 | Accepted: 2026/03/1 | Published: 2026/03/1
Received: 2026/02/20 | Accepted: 2026/03/1 | Published: 2026/03/1
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