Predicting Academic well-being based on Perceived Classroom justice, Cognitive abilities, and Academic buoyancy In Students

This study aimed to predict academic well-being based on the perception of classroom justice, cognitive abilities, and academic buoyancy. According to the purpose of the research, the descriptive-correlation method was used. The statistical population of the study included all high school male students who were studying in the 3rd district of Kermanshah in the academic year  2020-2021  (5381 people). From this number, according to the Morgan table and multi-stage cluster sampling method, 415 people were selected as the sample who answered the questionnaires on academic well-being of Tuminin-Soini et al (2012), perception of classroom justice of Kazemi (2016), cognitive abilities of Nejati and Shiri (2013) and academic buoyancy of Hossein Chari and Dehghanizadeh (2012). Multivariate regression and Pearson correlation analysis were used to analyze the data. The results of data analysis showed that the relationship between class justice perception, cognitive abilities, and academic buoyancy with academic well-being was significant (P≤0.01). Also, the results of multivariate regression analysis showed that the components of information justice and procedural justice with 99% confidence and the components of selective attention, decision making, planning, and sustainable attention with 95% confidence predict academic well-being. Keywords: Academic well-being, Perception of classroom justice, Cognitive abilities, Academic buoyancy.