Examining the Correlation Between School Belonging, Academic Support, and Emotional Self-Awareness in High School Students.
Year: 2025
Type: article
Abstract: Background: School belonging is widely acknowledged as a pivotal factor in academic motivation and achievement of students. It not only influences educational performance but also significantly contributes to the development of their socio-emotional identity. Therefore, the present study aimed to examine the correlation between school belonging and academic support and emotional self-awareness among female high school students in Tehran, Iran. Methods: This descriptive-correlational study examined the statistical population of female high school students aged 13 to 15 residing in Tehran, Iran in 2024. A sample of 361 participants was obtained through multi-stage cluster sampling. The data collection instruments comprised the Sense of School Belonging Questionnaire (SSBQ), Academic Support Scale (ASS), and Self-Reflection and Insight Scale (SRIS). Data were subsequently analyzed using Pearson's correlation coefficient and stepwise regression in SPSS version 27. Results: This study found a significant positive correlation between academic support and students' sense of school belonging (r=0.34, P<0.001). Similarly, emotional self-awareness also demonstrated a significant positive correlation with school belonging (r=0.45, P<0.001). Conclusions: The study confirmed significant correlations between academic support, emotional self-awareness, and school belonging; however, other factors are likely to influence belonging, warranting further research. Schools should foster academic support and emotional self-awareness to enhance belonging but consider other factors like peer relationships and inclusive environments for a holistic approach.
Source: PubMed
Authors: Rahleh Abolghasemi Hedeshi, Zohre Mousazadeh, Mohammad Azad Abdollahpour, Molouk Khademi Ashkzari
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7084389237
FWCI:
Cites:
Cited by:
Related to: