108 Research Paper The psychometric properties of the academic well-being questionnaire Noorali. Farrokhi 1* , Zahra.Tabatabaie jabali 2 , Hassan. Mahmoudian 2 , Somayeh. Bahmanabadi 2 & Mostafa. Alikhani 2 1. Associate Professor of Measurement and Assessment, Allameh Tabataba'i University, Tehran, Iran. 2. Ph.D. Student of Measurement and Assessment, Allameh Tabataba'i University, Tehran, Iran. Extended Abstract 1. Introduction ost academic well-being definitions are based on self-esteem, stress, and depressive symptoms that reflect general well-being (Pollard & Lee, 2003; Tuominen-Soini, Salmela-Aro, & Niemivirta, 2012). Some researchers believe that schools play a central role in adolescents’ lives and that academic achievement is essential in adolescents’ socio-emotional functions, so the well- being of this age group should be described in relation to school context and educational conditions. Furthermore, adaptation between the students and the environment (school) is an essential factor that affects school adaptation and student well-being, especially across the transition to high school (Eccles & Roeser, 2009; Tuominen-Soinie et al., 2012; Widlund et al., 2018). Tuominen-Soinie et al. (2012) defined well-being at school differently from previous definitions, based on the adaptation between the individual (student) and the environment (school), and the active role of the student and their ability to create a desirable environment. They considered four components (school value, school burnout, schoolwork engagement, satisfaction with educational choice) as central components of academic well-being. Given that academic well-being is one of the most important indicators that affects the quality of academic life (Durlak et al., 2011;), and that Tuominen Soinie et al.'s (2012) definition of academic well-being is the definition that considers the relationship between school and student, it seems necessary to have a valid and reliable instrument to measure it. *Corresponding Author: Noorali. Farrokhi Address: Associate Professor of Measurement and Assessment, Allameh Tabataba'i University, Tehran, Iran. Tel: +98 (912) 3843032 E-mail: farrokhinoorali@gmail.com Article Info: Received: 2019/04/08 Accepted: 2022/10/05 Available Online:2022/12/21 Key words: Academic well- being, school burnout, school value, psychometric properties. A B S T R A C T Objective: The purpose of this study was to determine the psychometric properties of the academic well- being questionnaire among Iranian students. Methods: The research method was a survey. The sample consisted of 200 girls and boys from the primary and secondary high schools of Seydun district from the district of Baghmalek in Khuzestan state, who were selected by random cluster sampling. The validity of the questionnaire and subscales was assessed by Cronbach's alpha coefficient, combined validity coefficient (or p-Delvin-Goldstein), and confirmatory factor analysis. Item reliability was measured by estimating reliability coefficients. Results: The results showed that the 6-factor model and 4-factor model had better fit than the one-factor, but the factor loads and the squared correlation for items of the school burnout in the 6-factor model were slightly larger than the factor loads and squared correlation for model M2. Conclusion: The findings revealed that the academic well-being questionnaire, in accordance with the definition of Tuominen-Soini et al. (2012), includes four dimensions of school value, school burnout, schoolwork engagement, and satisfaction with educational choices among Iranian students. Citation: Farrokhi, N., Tabatabaie jabali, Z., Mahmoudian, H., Bahmanabadi, S. & Alikhani, M. (2022). [The psychometric properties of the academic well-being questionnaire (Persian)]. Journal of School Psychology and Institutions, 11(3):108-121. https://doi.org/10.22098/jsp.2022.1804 Journal of School Psychology and Institutions M Use your device to scan and read article online Autumn 2022. Vol 11. Issue 3 Crossmark doi: 10.22098/jsp.2022.1804