Volume 3, Issue 4 (December 2024)
IJER 2024, 3(4): 105-122 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aghasaleh R, Rasouli Amlashi S, Samavi S A. (2024). The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness. IJER. 3(4), 105-122. doi:10.22034/3.4.105
URL: http://ijer.hormozgan.ac.ir/article-1-315-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-315-en.html
The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness
1- School of Education, California State Polytechnic University, Humboldt, Arcata, CA, USA
2- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
3- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,samavi@hormozgan.ac.ir
2- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
3- Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran ,
Abstract: (418 Views)
Objective: One of the burgeoning areas of interest within the realm of education pertains to student engagement, a central component of positive psychology (PP). Another fundamental concept in the PP literature is school connectedness, which underscores the belief students hold regarding the care shown by adults and peers in the educational environment towards their academic progress and personal welfare. Additionally, mindfulness, a pivotal term in the field of PP, offers noteworthy advantages such as enhancing working memory and reducing stress levels, consequently fostering academic involvement. Given the significance of school connectedness and mindfulness in academic engagement, the present study endeavors to examine the association between school connectedness and academic engagement in high school students, with mindfulness serving as a mediator.
Methods: A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships.
Results: The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness.
Conclusions: These findings offer valuable insights for educators in enhancing classroom practices.
Methods: A total of 300 high school students from Bandar Abbas participated in the study, responding to scales measuring mindfulness, school connectedness, and academic engagement. Subsequently, structural equation modeling was employed to illuminate potential relationships.
Results: The results indicated a significant correlation between school connectedness and academic engagement. Furthermore, the findings demonstrated that both school connectedness and mindfulness serve as positive and significant predictors of academic engagement. Moreover, the results substantiated the mediating role of mindfulness.
Conclusions: These findings offer valuable insights for educators in enhancing classroom practices.
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/02/14 | Accepted: 2024/04/21 | Published: 2024/12/1
Received: 2024/02/14 | Accepted: 2024/04/21 | Published: 2024/12/1
References
1. Adibi, Z., Ansari Shahidi, M., Rahnejat, A. M., & Rezaei Jamaloui, H. (2023). Effectiveness Of Mindfulness-Based Cognitive Therapy on Emotional Cognitive Regulation and Mental Health In Employees with Burnout in Isfahan Gas Company. Iranian Evolutionary Educational Psychology Journal, 5(2), 180-192. [DOI:10.61186/ieepj.5.2.180]
2. Axelrod, M. I., & Santagata, M. L. (2022). Evaluating a mindfulness-based intervention to improve academic engagement. Journal of Applied School Psychology, 38(3), 262-282. [DOI:10.1080/15377903.2021.1941472]
3. Bakosh, L. S., Mortlock, J. M. T., Querstret, D., & Morison, L. (2018). Audio-guided mindfulness training in schools and its effect on academic attainment: Contributing to theory and practice. Learning and Instruction, 58, 34-41. [DOI:10.1016/j.learninstruc.2018.04.012]
4. Brown, R., & Evans, W. P. (2002). Extracurricular activity and ethnicity: Creating greater school connection among diverse student populations. Urban Education, 37(1), 41-58. [DOI:10.1177/0042085902371004]
5. Dornyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19-30. [DOI:10.14746/ssllt.2019.9.1.2]
6. Duffy, G., & Elwood, J. (2013). The perspectives of'disengaged'students in the 14-19 phase on motivations and barriers to learning within the contexts of institutions and classrooms. London Review of Education, 11(2). [DOI:10.1080/14748460.2013.799808]
7. Farmani, Y., Habibi, S., & Kelantari, M. (2022). Investigating the Effective Factors on Students' Academic Engagement through the Schools of Idealism, Realism and Pragmatism. Iranian Evolutionary Educational Psychology Journal, 4(1), 115-123. [DOI:10.52547/ieepj.4.1.115]
8. Jenaabadi, H., & Bahri, M. (2023). The Role of Developmental Assets on Student's Academic Hope and Academic Engagement. Journal of School Psychology, 11(4), 43-56.
9. Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374. [DOI:10.1037/spq0000035]
10. Jia-Yuan, Z., Xiang-Zi, J., Yi-Nan, F., & Yu-Xia, C. (2022). Emotion management for college students: effectiveness of a mindfulness-based emotion management intervention on emotional regulation and resilience of college students. The Journal of nervous and mental disease, 210(9), 716-722. [DOI:10.1097/NMD.0000000000001484]
11. Kouhshekan, A. (2022). Academic engagement and providing optimal solutions during the outbreak of global epidemics: A qualitative study. Iranian Journal of Educational Research, 1(1), 38-50. [DOI:10.52547/ijer.1.1.38]
12. Leland, M. (2015). Mindfulness and student success. Journal of Adult Education, 44(1), 19-24.
13. Loukas, A., Roalson, L. A., & Herrera, D. E. (2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of research on adolescence, 20(1), 13-22. [DOI:10.1111/j.1532-7795.2009.00632.x]
14. Maynard, B. R., Solis, M. R., Miller, V. L., & Brendel, K. E. (2017). Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students. Campbell systematic reviews, 13(1), 1-144. [DOI:10.4073/CSR.2017.5]
15. McNeely, C., Whitlock, J., & Libbey, H. (2010). School connectedness and adolescent well-being. In Handbook of school-family partnerships (pp. 266-286). Routledge.
16. Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. P. (2018). Brief report: A preliminary investigation of a mindful breathing intervention to increase academic engagement in an alternative educational setting. Behavioral Disorders, 43(4), 436-443. [DOI:10.1177/0198742917740870]
17. Moradi, H., Shikhi Fini, A. A., & Samavi, A. (2022). Investigating the relationship between perceived school kindness and academic engagement: Mediating role of academic hope in high school students. Iranian Journal of Educational Research, 1(3), 13-24. [DOI:10.52547/ijer.1.3.13]
18. Ravan, A., Samavi, A., Javdan, M., & Hajializadeh, K. (2020). Modeling the relationships among academic identity, psychological sense of school membership, and teacher support: The mediating role of academic adjustment in academic performance. Avicenna Journal of Neuro Psycho Physiology, 7(4), 217-224. [DOI:10.32592/ajnpp.2020.7.4.103]
19. Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students' engagement during learning activities. Contemporary educational psychology, 36(4), 257-267. [DOI:10.1016/j.cedpsych.2011.05.002]
20. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., . . . Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of educational psychology, 105(3), 787. [DOI:10.1037/a0032093]
21. Ryan, R. M., & Brown, K. W. (2003). Why we don't need self-esteem: On fundamental needs, contingent love, and mindfulness. Psychological inquiry, 14(1), 71-76.
22. Samavi, S. A., Ebrahimi, K., & Javdan, M. (2017). Relationship between Academic Engagements, Self-efficacy and Academic Motivation with Academic Achievement among High School Students in Bandar Abbas. Biquarterly Journal of Cognitive Strategies in Learning, 4(7), 71-92. [DOI:10.22084/j.psychogy.2017.1654]
23. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52. [DOI:10.1037/a0038454]
24. Shochet, I. M., Homel, R., Cockshaw, W. D., & Montgomery, D. T. (2008). How do school connectedness and attachment to parents interrelate in predicting adolescent depressive symptoms? Journal of Clinical Child & Adolescent Psychology, 37(3), 676-681. [DOI:10.1080/15374410802148053]
25. Siffredi, V., Liverani, M. C., Smith, M. M., Meskaldji, D. E., Stuckelberger-Grobéty, F., Freitas, L. G., . . . Hüppi, P. S. (2021). Improving executive, behavioural and socio-emotional competences in very preterm young adolescents through a mindfulness-based intervention: study protocol and feasibility. Early human development, 161, 105435. [DOI:10.1016/j.earlhumdev.2021.105435]
26. Tang, Y.-Y., Tang, R., & Gross, J. J. (2019). Promoting psychological well-being through an evidence-based mindfulness training program. Frontiers in human neuroscience, 13, 237. [DOI:10.3389/fnhum.2019.00237]
27. Zhong, Z., Jiang, H., Wang, H., & Liu, Y. (2024). Mindfulness, social evaluation anxiety, and self-regulation: exploring their association on impulsive behavior among athletes. Frontiers in psychiatry, 15, 1404680. [DOI:10.3389/fpsyt.2024.1404680]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
