مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 11, Issue 9 (autumn 2022 2022)
Rooyesh 2022, 11(9): 45-56 |
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Rezaei Z, Bordbar M, Zarezardini F. (2022). Teacher-Student Relationship and Academic Engagment Adolescent: The Mediating Role of Sense of School Belonging. Rooyesh. 11(9), 45-56.
URL: http://frooyesh.ir/article-1-3946-en.html
URL: http://frooyesh.ir/article-1-3946-en.html
1- Ph.D. Student Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Assistant Professor, Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. ,mbordbar@um.ac.ir
3- Ph.D. Student. Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Assistant Professor, Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. ,
3- Ph.D. Student. Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract: (1365 Views)
Academic engagement is one of the multifaceted constructs that affect students' academic performance. The aim of this study was to determine the mediating role of a sense of belonging in the relationship between teacher-student Relationship and academic engagement. The method of the present study was descriptive-correlational. The statistical population of this study consisted of all the students of the first secondary level of Mashhad city in 1400-1401, 360 of whom (251 girls and 109 boys) were selected as a sample using the multi-stage cluster random sampling method. Data collection tools included academic engagement Reev (2013) RAEQ, the student-teacher relationship questionnaire Murray & Zvoch (2011) IT-SR, and the school of Belonging questionnaire of Brew & Et.al (2004). The collected data were analyzed using the Structural Equation Model. The results showed that the research model is approved in terms of significance and fit indicators and The teacher-student relationship variable indirectly affects academic engagement through the sense of belonging to the school. The direct effect of teacher-student relationships on academic engagement was not significant. Based on this, the sense of belonging to the school can play a mediating role between the teacher-student relationship and academic engagement.
Type of Article: Research |
Subject:
Educational Psychology
Received: 2022/06/12 | Accepted: 2022/10/22 | ePublished: 2022/12/1
Received: 2022/06/12 | Accepted: 2022/10/22 | ePublished: 2022/12/1
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