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The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students

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  • Aynur Karabacak-Çelik

    (Atatürk University)

  • Nuray Aşantuğrul

    (Amasya University)

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.

Suggested Citation

  • Aynur Karabacak-Çelik & Nuray Aşantuğrul, 2024. "The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 683-704, April.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:2:d:10.1007_s12187-023-10101-6
    DOI: 10.1007/s12187-023-10101-6
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    References listed on IDEAS

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    1. Adem Peker & Serkan Cengiz, 2023. "Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1553-1579, August.
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    3. Meng Xuan Zhang & Ngai Lam Mou & Kwok Kit Tong & Anise M. S. Wu, 2018. "Investigation of the Effects of Purpose in Life, Grit, Gratitude, and School Belonging on Mental Distress among Chinese Emerging Adults," IJERPH, MDPI, vol. 15(10), pages 1-12, September.
    4. Gokmen Arslan & Erdinc Duru, 2017. "Initial Development and Validation of the School Belongingness Scale," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 10(4), pages 1043-1058, December.
    5. Murat Yıldırım & Hacer Yıldırım-Kurtuluş & Hasan Batmaz & Emin Kurtuluş, 2023. "School Belongingness and Internalizing and Externalizing Problems in Adolescents: Exploring the Influence of Meaningful School," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(5), pages 2125-2140, October.
    6. Lili Tian & Shuya Chu & E. Scott Huebner, 2016. "The Chain of Relationships Among Gratitude, Prosocial Behavior and Elementary School Students’ School Satisfaction: The Role of School Affect," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(2), pages 515-532, June.
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