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Showing 1 results for Sense Belonging To School
Somayeh Ramezani Far, Nasrolah Erfani, Ruhollah Karimi Khoygani,
year 13, Issue 5 (8-2024)
Abstract
The present study investigates the mediating role of academic enthusiasm in the relationship between academic identity and female students’ sense of belonging to the school. It is a descriptive-correlational study through the structural equation method. The statistical population included all female secondary school students in Khorramabad city in the academic year of 2022-2023 and 800 students were selected using available sampling. evaluated by the sense of belonging to school questionnaire (SBSQ, Brew et al., 2004), Academic Identity Statuses Scale (AISS, Was & Isaacson, 2008), and academic enthusiasm scale (AES, Fredricks et al., 2004). Data analysis was done by the structural equation method. the results showed the proposed research model had a good fit. The findings showed that the direct and positive effect of academic identity achievement academic identity achievement on the sense of belonging, and the direct and negative effect of academic identity diffusion on the sense of belonging, are significant. The direct effect of academic enthusiasm on the sense of belonging is significant (P=0.001). The direct effect of achievement, diffusion, and academic identity moratorium on academic enthusiasm is significant (P=0.001). The indirect effect of achievement (P<0/001), diffusion (P<0/01), foreclose (P<0/05), and academic identity moratorium (P<0/001) on sense belonging with the mediating role of academic enthusiasm is significant. Thus, academic enthusiasm plays a mediating role in the relationship between academic identity and a sense of belonging.
