Mediating Role of Social Support in the Relationship between Psychological Capital and Mental Well-being in Students with Learning Disabilities

Background: Students with learning disabilities face social, emotional, and academic difficulties. Objective: The present study aimed to assess the role of social support in the relationship between psychological capital and mental well-being in students with learning disabilities. Methods: This cross-sectional correlational research was conducted using structural equation modeling. The statistical population comprised all students with learning disabilities residing in Tehran from July to November 2023. A sample of 250 adolescent students was selected using a multi-stage cluster and targeted sampling method. The data collection instruments were the Multidimensional Scale of Perceived Social Support (MSPSS), Subjective Well-being Scales (SWS), and Luthans Psychological Capital Questionnaires (PCQ). Data analysis was performed using SmartPLS (version 4) and SPSS (version 7) software packages. Results: The present study revealed that self-efficacy positively affected mental well-being through the social support variable, with a significant effect (β=0.241; P=0.000). Hope had a beneficial effect on mental wellness through social support, with a substantial positive impact (β=0.091; P=0.017). Resilience had a beneficial impact on mental well-being through social support, with a significant result (β=0.167; P=0.001). Conclusion: The results of this study demonstrated that hope and self-efficacy, two psychological assets, improve both mental well-being and social support. Nonetheless, optimism only boosts well-being, while resilience only improves social support. Furthermore, social support, acting as a mediator, enhances mental well-being.