Background and Aim: E-learning, as one of the modern educational approaches, can influence various behavioral and psychological dimensions of students. On the other hand, aggression and mental health are among the most important educational and developmental indicators during adolescence. Accordingly, the present study aimed to model the structural relationships between e-learning and aggression with the mediating role of mental health among secondary school students in Behshahr.
Methods: This study employed a descriptive-correlational design. The statistical population included all male secondary school students in Behshahr during the 2021–2022 academic year. According to data obtained from the Statistics Unit of the Department of Education in Behshahr, the population consisted of 850 students. Based on Krejcie and Morgan’s table, a sample size of 265 students was selected through simple random sampling. Research instruments included the E-learning Questionnaire by Watkins et al. (2004), the Ahvaz Aggression Inventory by Zahedifar et al. (2000), and the Goldberg Mental Health Questionnaire (1972). Data were analyzed using SPSS and PLS software.
Findings: The results indicated that there is a relationship between e-learning and aggression with the mediating role of mental health among students. Furthermore, significant relationships were found between e-learning and mental health, between mental health and aggression, as well as between e-learning and aggression among secondary school students in Behshahr.
Conclusion: The findings revealed that there is a significant relationship between e-learning and aggression through the mediating role of students’ mental health. This suggests that mental health can play a decisive role in shaping the effects of e-learning on aggressive behaviors. Therefore, strengthening students’ mental health through educational and counseling interventions may reduce aggression and enhance the positive utilization of e-learning capacities