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Showing 3 results for Sense of Belonging
Zahra Mirzaei Gharehlar, Dr Hamidreza Hatami,
year 8, Issue 9 (12-2019)
Abstract
The academic resilience is one of the components that relates to academic achievement. The purpose of this study was to prediction of academic resilience based on sense of belonging to school and academic engagement in female students. The descriptive- correlation method was used. The statistical population consists of all the female students’ high school of 5th district Tehran city in year academic 2017-2018 to 261 female students. According to cluster random sampling method, 200 female students were selected as samples and they were asked to fill in the questionnaires academic resilience of Samuels (2004), sense of belonging to school scale of Brew, Beatty & Watt (2004) and academic engagement scale of Fredricks, Blumenfeld & Paris (2004). The data were analyzed by tests of Pearson correlation and multivariate regression simultaneously. Findings showed that there was a positive and significant correlation between academic resilience with sense of belonging to school and academic engagement in female students. Regression analyses also revealed that 65/2 of variance of academic resilience was explained by sense of belonging to school and academic engagement in female students. It is recommended that training sense of belonging to school and academic engagement can increase academic resilience of female students.
Nayereh Ebrahimi, Javad Khalatbari,
year 9, Issue 7 (10-2020)
Abstract
The purpose of this study was the prediction of academic resilience based on academic engagement with the mediating role of sense of belonging to school in students. This is a descriptive- correlation research. The statistical population consisted of all female secondary school students in district 2nd Tehran city in 2018-2019. The sample size was 150 subjects based on formula Plant who were selected by cluster sampling method. The tools were used included Samuels’s academic resilience questionnaire (2004), academic engagement scale of Reeve (2013) and sense of belonging to school questionnaire of Brew, Beatty & Watt (2004). Evaluation of the proposed model with path analysis using SPSS and AMOS-24 software was done. The indirect relationships were tested by using the bootstrapping procedure in Preacher and Hayes Macro command. The proposed model had an acceptable fitness to the data. Overall, the results showed all the direct paths of academic engagement and sense of belonging to school with academic resilience were significant. Also, results showed indirect path academic engagement with academic resilience, through the moderating role of sense of belonging to school. Based on the results of the present study, it can be concluded that the relationship between academic engagements with academic resilience is not a simple linear association and it is influenced and mediating by the sense of belonging to school.
Dr. Hadi Samadieh, Dr. Hossein Kareshki, Dr. Seyed Amir Amin Yazdi, Dr. Elahe Hejazi,
year 12, Issue 7 (10-2023)
Abstract
The current study aimed to investigate the lived experiences of students' sense of belonging to the university. To achieve this goal, qualitative and descriptive phenomenological methods were used. According to the principle of saturation, the research participants included 19 students from the Ferdowsi University of Mashhad and the University of Birjand in the academic year of 2018-2019, who were selected using the purposeful sampling method and were studied with semi-structured interviews. Data analysis was conducted using the Stevick-Colaizzi-Keen method. The research findings led to 5 main themes, 14 sub-themes, and 50 meaning units. The analysis of the interviews revealed five main themes including university climate (Autonomy-Supportive environment, attitude toward university, facilities) interaction with professors (emphasis on academic growth, respect, intimacy, empathy, and support), interaction with peers (relationship closeness, modeling), social participation (extracurricular activities and perceived membership) and interpersonal factors (self-efficacy beliefs and academic engagement). The results showed that the student's positive and negative experiences of belonging to the university are influenced by a combination of intra-personal, interpersonal, and contextual factors that play a major role in their university life.
