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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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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.

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Data Availability

The data supporting this study’s findings are available from the corresponding author upon reasonable request.

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Authors and Affiliations

  1. Kazım Karabekir Faculty of Education, Department of Educational Science, Psychological Counseling and Guidance, Atatürk University, Erzurum, Turkey

    Aynur Karabacak-Çelik

  2. Faculty of Education, Department of Educational Science, Psychological Counseling and Guidance, Amasya University, Amasya, Turkey

    Nuray Aşantuğrul

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  1. Aynur Karabacak-Çelik
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  2. Nuray Aşantuğrul
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Contributions

Aynur Karabacak-Çelik conceived the research topic wrote the introduction, method, and results sections, and performed the analysis. Nuray Aşantuğul performed the measurements, collected the data, and wrote the discussion section. All authors discussed the results and contributed to the final manuscript.

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Correspondence to Aynur Karabacak-Çelik.

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The authors declare no conflict of interest.

Ethical Approval

We received ethical approval for the study from Atatürk University Educational Sciences Unit Ethics Committee (Date: 14.06.2022, Issue: 07). We included this approval in the method section.

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Informed Consent was obtained from all individual participants included in the study. We gave the informed consent statement form to the participants during the data collection phase. In the informed consent form, we added information about the purpose of the study, possible risks, volunteering, and their option out of the scale-filling process at any time.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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Karabacak-Çelik, A., Aşantuğrul, N. The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students. Child Ind Res 17, 683–704 (2024). https://doi.org/10.1007/s12187-023-10101-6

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