نویسندگان:

¹دکترای مدیریت آموزشی، دانشگاه محقق اردبیلی، اردبیل، ایران

²دانشیار گروه روان شناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران

چکیده فارسی: پژوهش حاضر با هدف ارائه مدل ساختاری احساس تعلق به مدرسه بر اساس مهارت‌های ارتباطی، نشاط ذهنی و حمایت تحصیلی با نقش میانجی تاب‌آوری تحصیلی دانش‌آموزان انجام شده است. طرح پژوهش، توصیفی از نوع همبستگی بود. جامعۀ آماری پژوهش شامل کلیه دانش‌آموزان پایۀ ششم ابتدایی استان مازندران در سال تحصیلی ۱۴۰۴-۱۴۰۳ بود که با روش نمونه‌گیری تصادفی خوشه‌ای، ۳۱۷ نفر به‌عنوان حجم نمونه انتخاب شدند. برای گردآوری داده‌ها از پرسشنامۀ احساس تعلق به مدرسۀ بری و بتی (۲۰۰۵)، پرسشنامۀ مهارت‌های ارتباطی جرابک (۲۰۰۴)، پرسشنامۀ نشاط ذهنی رایان و فردریک (۱۹۹۷)، پرسشنامۀ حمایت تحصیلی ساندز و پلاکت (۲۰۰۵) و پرسشنامۀ تاب‌آوری تحصیلی مارتین (۲۰۰۱) استفاده شد. داده‌ها با ضریب همبستگی پیرسون و تحلیل مسیر و با استفاده از نرم‌افزار SPSS27 و Amos24 تحلیل شد. نتایج تحلیل مسیر نشان داد که نقش میانجی تاب‌آوری تحصیلی در مسیر مهارت‌های ارتباطی با احساس تعلق به مدرسه، مسیر نشاط ذهنی بااحساس تعلق به مدرسه و مسیر حمایت تحصیلی و احساس تعلق به مدرسه معنادار است؛ همچنین نتایج نشان داد مسیرهای مستقیم این پژوهش نیز معنادار شدند. بر اساس یافته‌های این پژوهش، مدل ساختاری پژوهش از برازش مطلوبی برخوردار بود. این یافته‌ها بر اهمیت توجه به مهارت‌های ارتباطی، نشاط ذهنی، حمایت تحصیلی و تاب‌آوری تحصیلی به‌عنوان عوامل مؤثر بر احساس تعلق دانش‌آموزان به مدرسه تأکید می‌کند.

Structural Model of Sense of Belonging to School Based on Communication Skills, Subjective Vitality, and Academic Support with the Mediating Role of Academic Resilience

English Abstract: This study aimed to propose a structural model of sense of belonging to school among sixth-grade students in Mazandaran Province (2024–2025), based on communication skills, subjective vitality, and academic support, with academic resilience as a mediator. We used a descriptive-correlational design and selected 317 students via cluster random sampling. Data were collected using validated questionnaires: Brew and Beatty’s Sense of Belonging to School Scale (2005), Jerabek’s Communication Skills Questionnaire (2004), Ryan and Frederick’s Subjective Vitality Scale (1997), Sands and Plunkett’s Academic Support Questionnaire (2005), and Martin’s Academic Resilience Scale (2001). Path analysis, conducted with SPSS 27 and Amos 24, showed that academic resilience significantly mediated the relationships between sense of belonging to school and variables of communication skills, subjective vitality and academic support. Direct paths were also significant, and the model demonstrated a good fit. The findings highlight the importance of these factors in fostering students’ sense of belonging to school. Introduction Students' sense of belonging to school is crucial for their education and development. Low attachment to school can lead to feelings of alienation, potentially causing academic failure. However, when students perceive school as a supportive social and learning environment, they develop greater attachment, leading to increased participation in school activities and commitment to school norms, values, and academic goals (Kim, 2000). Various factors influence students' sense of belonging to school. Research has pinpointed communication skills, subjective vitality, academic support, and academic resilience as influential factors. Communication skills enable individuals to exchange thoughts, emotions, and information (Hargie & Dickson, 2004). Mental vitality is defined as possessing mental and physical energy (Ryan & Deci, 2008). Academic support, a multifaceted concept, includes support from parents, teachers, and peers, with its quantity and quality impacting students' academic and emotional performance (Wentzel et al., 2010; Akbari Balootbangan et al., 2025; Nematpour Mooneh & Zarei, 2024). Academic resilience, refers to the ability to cope with mild to severe academic challenges. Resilient students maintain motivation and perform well despite stressors that could lead to negative learning outcomes or dropout (Alva, 1991). The sense of belonging to school and its influencing factors play a vital role in students’ education. To date, no research has explored a model that integrates the relationship between sense of belonging to school and factors of communication skills, subjective vitality, academic support and academic resilience. This study investigates whether a structural model of belonging to school, based on communication skills, mental vitality, and academic support, mediated by academic resilience, demonstrates a good fit. Methodology This applied research used a descriptive, correlational, and path analysis approach for data collection. The statistical population included all sixth-grade students in Mazandaran province's primary schools during the 2024-2025 academic year. Based on Kline (2011), who suggests a sample size of 2.5 to 5 times the number of items in measurement tools, with 98 items in this study, the sample size was set between 245 and 490. Accordingly, 317 students were selected using cluster random sampling. Five questionnaires measured the variables. Their reliability was confirmed with Cronbach’s alpha of 0.91 for the Sense of Belonging to School Scale by Brew and Beatty (2005), 0.73 for the Communication Skills Questionnaire by Jerabek (2004), 0.85 for the Subjective Vitality Scale by Ryan and Frederick (1997), 0.92 for the Academic Support Questionnaire by Sands and Plunkett (2005), and 0.83 for the Academic Resilience Questionnaire by Martin (2001). Data were analyzed using descriptive and inferential statistics with SPSS27 and Amos24 software. Results Given that the skewness and kurtosis values of all components were within the range of ±2, the assumption of univariate normality of the data distribution was met. Multivariate normality was examined using the Kolmogorov-Smirnov test, where the multivariate significance level being greater than 0.01 indicates a multivariate normal distribution. Multivariate outliers were identified and removed using the Mahalanobis test. The Durbin-Watson statistic was used to check the assumption of independence of errors; its value was 1.94, indicating that the assumption was met. Given that the tolerance index was greater than 0.1 and the Variance Inflation Factor (VIF) was less than 10, the assumption of no multicollinearity among the predictor variables was also met. Given that the assumptions for path analysis were met, the model was run in the software. Table 1 shows that according to the model fit indices and their comparison with the goodness-of-fit criteria, the model fit can be confirmed. Discussion and conclusion Considering the direct impact of communication skills, subjective vitality, and academic support, as well as their indirect impact through academic resilience on students' sense of belonging to school, educational workshops should be held for students with the objectives of teaching effective communication skills, enhancing subjective vitality, and fostering academic resilience. Furthermore, workshops on effective academic support methods should be organized for students' parents and teachers.