Institute of Educational

Bullying and victimization have revealed to be a common problem in schools all over the world. Although the protective role of students' school bonding has been discussed regarding the behaviors contrary to school norms as bullying in the approaches referred to as the social control theory and social development model, little information is available regarding the problem of bullying. In this study, the protective role of school bonding and its relationships are examined using studies that are based on the two above approaches to bullying. A literature review was utilized as a method of this study. Also, SAGE journals, Eric, PubFacts, PubMed, Science Direct, Springer and Google scholar databases were searched. The findings of the present study to increase the school bonding of the groups involved in bullying behaviors, some insights are provided on the construct of school bonding and the relationship with bullying, its protective mechanism against the risk of bullying and victimization, and strategies for the groups. In addition, the study's limitations and future recommendations are discussed.

The present study aimed to Investigating the Relationship between Attitude to School and School Bonding with the Mediating Role of Academic. The method of research was descriptive correlation with structural equation method (SEM). The statistical population of this study included all included all male high school students in the city of Thalas Babajani who according to Morgan table and using multi-stage cluster sampling method, 200 students were selected as samples. To collect data, McCoach, Siegle Attitude to School questionnaire (2003), khormaei and kamari (2017) academic hope questionnaire and rezaeisharif (2010) school bonding questionnaire was used. The results of data analysis showed that Attitude to School has a direct effect on school bonding (β=0/44), Academic hope has a direct direct effect on school bonding (β=0/49), Attitude to School has a direct direct effect on Academic hope (β=0/59). And Attitude to School through Academic hope on school bonding has an indirect effect (β=0/28).