Volume 3, Issue 4 (December 2024)
IJER 2024, 3(4): 105-122 |
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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: (412 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
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