Self-Adjustment as a Mediator of the Relationship between Psychological Capital and Psychological Well-Being among Islamic Boarding School Students
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Abstract
Academic and nonacademic challenges in Islamic boarding schools highlight the importance of understanding the psychological resources and adjustment processes associated with students’ well-being. This study examined the mediating role of self-adjustment in the relationship between psychological capital and psychological well-being among students at Al-Fattah Islamic Boarding School. The study involved 101 students. Data were collected using psychological capital, self-adjustment, and psychological well-being scales and analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. Psychological capital was positively and significantly associated with self-adjustment (β = 0.751, t = 13.585, p < .001) and psychological well-being (β = 0.329, t = 2.820, p = .005). Self-adjustment was also positively and significantly associated with psychological well-being (β = 0.507, t = 4.666, p < .001). Furthermore, self-adjustment significantly mediated the relationship between psychological capital and psychological well-being, with an indirect effect of β = 0.381 (t = 4.372, p < .001). These findings highlight self-adjustment as a potential pathway linking psychological capital with psychological well-being. The study suggests that psychological resources and adjustment processes warrant joint consideration in efforts to understand and support students’ well-being in Islamic boarding schools.
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