en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#339933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective</b>: The objective of this study was to examine the effectiveness of responsibility education, based on choice theory, on the school belonging and the quality of student-teacher relationships in female high school students.<br> <b>Methods</b>: The research design employed an applied objective approach and utilized a quasi-experimental design (pre-test-post-test with control group). The study population consisted of second-year high school students in the 2nd district of Karaj city, enrolled during the academic year of 2022-2023. Among them, a sample of 30 individuals was selected using the available sampling method and divided into two groups: the experimental group (15 students) and the control group (15 students). The data collection instruments included the Brew et al. questionnaire on students&#39; sense of connectedness with school (2004) and Newman&#39;s quality of learning experience questionnaire (1990). The collected data was analyzed using SPSS version 26 software and multivariate covariance analysis.<br> <b>Results</b>: The findings revealed a significant difference between the experimental and control groups in terms of the development of school belonging and the quality of student-teacher relationships among high school students. Specifically, responsibility education based on choice theory was found to enhance the school belonging and improve the quality of student-teacher relationships.<br> <b>Conclusions</b>: The provision of training and the cultivation of students&#39; sense of responsibility not only strengthens their connection with the school but also enhances the quality of their relationships with teachers.</span></span></span></span></div> Responsibility, Choice Theory, School belonging, Student-teacher relationships 1 20 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-56-1&slc_lang=en&sid=1 Mohammad Geravandnia geravand.mohamad@yahoo.com 0009-0007-0823-6076 No Ph.D. Student in Educational Psychology, Department of Psychology, Faculty of Psychology and Educational sciences, Allameh tabataba'i University, Tehran, Iran Esmail Sadipour e.sadipour@atu.ac.ir 0000-0001-5984-1320 Yes Professor, Department of Psychology Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran Hasan Asadzadeh Asadzadeh@atu.ac.ir 0000-0002-2908-4522 No Associate Professor, Department of Psychology Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran Soghra Ebrahimi Ghavam S.ebrahimighavam@gmail.com 0000-0002-9853-331x No Associate Professor, Department of Psychology Faculty of Psychology and Educational sciences, Allameh Tabataba'i University, Tehran, Iran