Correlation Between Academic Hardiness and Subjective Well-being Among Teenagers: The Chain Mediating Role of Academic Passion and Academic Self-efficacy

Lihua Zhou ^1,2 Mingdan Tang ^1,2 Xuejuan Du ^1,2 Jian Chen ^3*

• ¹ Hengyang Normal University, Hengyang, China
• ² College of Education Science, Hengyang Normal University, Hengyang, Hunan Province, China
• ³ School of Safety and Environment Engineering, Hunan Institute of Technology, Hengyang, Hunan, China

Ehancing the positive qualities of adolescents and their capacity to actively attain well-being is a crucial objective in education. The correlation among academic hardiness, academic passion, academic self-efficacy and subjective well-being was explored by an investigation which was conducted among 805 junior high school students (ages 12-15) using the Academic Hardiness Scale, Academic Passion Scale, Academic Self-efficacy Scale and Subjective Well-being Index Scale in this study. The findings indicated that academic hardiness is the variable most closely related to subjective well-being; academic self-efficacy plays a significant mediating role between academic hardiness and subjective well-being; academic hardiness is positively associated with subjective well-being through the chain mediation pathway from academic harmonious passion or obsessive passion to academic self-efficacy. These results suggest that cultivating academic hardiness in teenagers is positively significant for improving their positive academic emotional experience, academic self-efficacy and overall subjective well-being.academic hardiness, academic passion, harmonious passion, obsessive passion, academic self-efficacy, subjective well-being, teenagers general personality, emotion, and cognition factors that best predict subjective well-being have been studied through multiple lenses. However, it remains unclear how these factors of academic development correlate with subjective well-being, especially among teenagers, who are in the early stage of puberty and the transition period from elementary school to middle school. This study focuses on the relationships between academic personality, emotions, self-cognition, and subjective well-being. The results of this study have positive implications for the promotion of teenagers' long-term academic development as well as subsequent educational practices.