Document Type : Original Article
Authors
1
PhD, Educational Management, Mohagheg Ardebili University, Ardabil, Iran
2
PhD, Philosophy of Education, Farhangian University, Yazd, Iran
3
Master's degree, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran.
4
BA, Educational Sciences, Payam Noor University, Tehran, Iran. BA, Educational Sciences, Payam Noor University, Tehran, Iran
10.22034/ise.2024.16830.1109
Abstract
This research aimed to investigate the mediating role of the sense of belonging to school in the relationship between teacher-student interaction and academic resilience among secondary school students. This descriptive study was correlational, using structural equation modeling. The statistical population included 430 male students in the second secondary level in Salas Babajani city, from which 205 were selected using an available sampling method. Data were collected using the Teacher-Student Interaction Questionnaire developed by Murray and Zwak (2011), the School Belonging Questionnaire by Barry, Betty, and Watt (2004), and the Academic Resilience Questionnaire by Martin (2006). Descriptive and inferential statistical methods were used to analyze the data with SPSS version 23 software, and PLS software was used to check the fit of the research model. The results showed that teacher-student interaction has a positive and direct effect on academic resilience, the sense of belonging to school has a positive and direct effect on academic resilience, and teacher-student interaction has a positive and direct effect on the sense of belonging to school. Additionally, academic resilience mediates the relationship between teacher-student interaction and academic resilience. Therefore, it can be concluded that teacher-student interaction and a sense of belonging to school are important and effective variables for academic resilience. These factors should be considered by researchers in the field of education to design preventive measures aimed at increasing academic resilience.
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