Zahra Ghasemi; Gholam Hossein Maktabi; Alireza Hajiyakhchali
Volume 4, Issue 2 , March 2018, , Pages 89-102
Abstract
: School bonding (school connectedness) refers to a communication between the student and other aspects of his life. This construct represents a student's sense of attachment and commitment to school, his experience of being attended at school and having a sense of closeness to staff and school setting. ...
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: School bonding (school connectedness) refers to a communication between the student and other aspects of his life. This construct represents a student's sense of attachment and commitment to school, his experience of being attended at school and having a sense of closeness to staff and school setting. The purpose of the present study was to investigate the relation of family coherence, educational support and academic resilience to school-bonding and its components (commitment, empowerment, attachment and believing in rules). The statistical population was all 11th grade students studying in Dezful in the academic year 2015-2016 of which350 were selected as a sample. To measure the variables, the Scale of Family Coherence (SFC), Sanders and Planck's Scale of Educational Support (SES), Samuels's Academic Resilience Inventory (ARI) and Brown & Evans's Scale of Bonding to School (SCS) were used. Results showed a significantly positive relation between family coherence, the components of academic support (support by peers, parents and teachers) and those of educational resilience (orientation toward future, communication skills and problem-oriented/ positive thinking) and components of bonding to school (commitment, empowerment, attachment and believing in rules). A set of predicator variables are able to predict the criterion variables for this study. Also, the results of the stepwise regression correlation indicated that educational support, academic resilience and family coherence are respectively significant predicators for a bonding to school.
