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Volume 5, Issue 37 (11-2018)
Abstract
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.
Dr Adel Zahed Babalan, Dr Ghaffar Karimianpour,
Volume 9, Issue 43 (12-2021)
Abstract
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).
Ramin Habibi Kaleybar, Masoumeh Parivar, Gholamreza Golmohammadnejad,
Volume 16, Issue 50 (3-2025)
Abstract
Abstract
The aim of the present study was to investigate the relationship between school attachment and academic hardiness, considering the mediating role of cognitive flexibility and motivational structure of second-year high school students in the academic year 1400-1401. The method of the present study was descriptive-correlational in terms of purpose and applied in terms of nature, and survey in terms of method. The statistical population was 2000 second-year high school students in Tabriz, of which 300 were selected as samples based on the Morgan table using multi-stage cluster random sampling. To collect data, the Rezai Sharif School Attachment Questionnaire, Martin and Robbins' cognitive flexibility, Benishek et al.'s academic hardiness, and Cox and Klinger's motivational structure were used. The data were analyzed using Smart-Pls-3 and SPSS 23. The results showed that the path of school connection with academic hardiness (r=0.239, t=299.3), school connection with cognitive flexibility (r=0.309, t=684.5), school connection with motivational structure (r=0.279, t=5.009), cognitive flexibility with academic hardiness (r=0.229, t=965.2) and motivational structure with academic hardiness (r=0.282, t=133.5) was significant (P<0.05). Also, the results of the Sobel test showed that cognitive flexibility plays a mediating role in the relationship between school connection with academic hardiness (Z=2.608) and cognitive flexibility can mediate 22.9% of the relationship between school connection with academic hardiness. Also, motivational structure can play a mediating role in the relationship between school attachment and academic hardiness (Z=3.539) and motivational structure can mediate 24.8% of the relationship between school attachment and academic hardiness.
