The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students
{"title":"The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students","authors":"","doi":"10.1007/s12187-023-10101-6","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>School belonging is crucial to a student’s overall wellbeing and academic success, which refers to their connection and identification with their school community. It encompasses their relationships with peers and teachers and their engagement in academic and extracurricular activities. Research has identified individual and social factors that affect school belonging; however, the factors associated with students’ covitality factors and positive psychology dimensions are unclear. Therefore, this study aims to determine the mediator role of positive experiences in the school in the relationship between academic self-confidence and school belonging of secondary school students. For this purpose, 358 secondary school students in Tokat, Turkey, participated in the study. The research used the School Belonging Scale, Positive Experiences at School Scale, and Academic Self-Confidence Scale as data collection tools. As a result of the study, we determined positive and moderate relationships between academic self-confidence, positive experiences at school, and school belonging. Furthermore, mediation analysis results revealed that positive experiences at school mediated the relationship between academic self-confidence and school belonging. The research findings were interpreted in line with the positive psychology and socioecological model of school belonging literature.</p>","PeriodicalId":47682,"journal":{"name":"Child Indicators Research","volume":"22 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Indicators Research","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.1007/s12187-023-10101-6","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
School belonging is crucial to a student’s overall wellbeing and academic success, which refers to their connection and identification with their school community. It encompasses their relationships with peers and teachers and their engagement in academic and extracurricular activities. Research has identified individual and social factors that affect school belonging; however, the factors associated with students’ covitality factors and positive psychology dimensions are unclear. Therefore, this study aims to determine the mediator role of positive experiences in the school in the relationship between academic self-confidence and school belonging of secondary school students. For this purpose, 358 secondary school students in Tokat, Turkey, participated in the study. The research used the School Belonging Scale, Positive Experiences at School Scale, and Academic Self-Confidence Scale as data collection tools. As a result of the study, we determined positive and moderate relationships between academic self-confidence, positive experiences at school, and school belonging. Furthermore, mediation analysis results revealed that positive experiences at school mediated the relationship between academic self-confidence and school belonging. The research findings were interpreted in line with the positive psychology and socioecological model of school belonging literature.
期刊介绍：
Child Indicators Research is an international, peer-reviewed quarterly that focuses on measurements and indicators of children''s well-being, and their usage within multiple domains and in diverse cultures. The Journal will present measures and data resources, analysis of the data, exploration of theoretical issues, and information about the status of children, as well as the implementation of this information in policy and practice. It explores how child indicators can be used to improve the development and well-being of children. Child Indicators Research will provide a unique, applied perspective, by presenting a variety of analytical models, different perspectives, and a range of social policy regimes. The Journal will break through the current ‘isolation’ of academicians, researchers and practitioners and serve as a ‘natural habitat’ for anyone interested in child indicators. Unique and exclusive, the Journal will be a source of high quality, policy impact and rigorous scientific papers. Readership: academicians, researchers, government officials, data collectors, providers of funding, practitioners, and journalists who have an interest in children’s well-being issues.
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