The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness
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 sh...
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2024-12-01
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| Series: | Iranian Journal of Educational Research |
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| Online Access: | http://ijer.hormozgan.ac.ir/article-1-315-en.pdf |
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| author | Rouhollah Aghasaleh Saba Rasouli Amlashi S. Abdolvahab Samavi |
| author_facet | Rouhollah Aghasaleh Saba Rasouli Amlashi S. Abdolvahab Samavi |
| author_sort | Rouhollah Aghasaleh |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-f1feae13faee41b7844b0ca5ecd5ea6a |
| institution | Kabale University |
| issn | 1735-563X 2980-874X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Journal of Educational Research |
| spelling | doaj-art-f1feae13faee41b7844b0ca5ecd5ea6a2025-01-08T10:32:07ZengUniversity of HormozganIranian Journal of Educational Research1735-563X2980-874X2024-12-0134105122The Relationship between School Connectedness and Academic Engagement: Mediating Role of MindfulnessRouhollah Aghasaleh0Saba Rasouli Amlashi1S. Abdolvahab Samavi2 School of Education, California State Polytechnic University, Humboldt, Arcata, CA, USA Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran 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.http://ijer.hormozgan.ac.ir/article-1-315-en.pdfschool connectednessacademic engagementmindfulnesshigh school students |
| spellingShingle | Rouhollah Aghasaleh Saba Rasouli Amlashi S. Abdolvahab Samavi The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness Iranian Journal of Educational Research school connectedness academic engagement mindfulness high school students |
| title | The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness |
| title_full | The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness |
| title_fullStr | The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness |
| title_full_unstemmed | The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness |
| title_short | The Relationship between School Connectedness and Academic Engagement: Mediating Role of Mindfulness |
| title_sort | relationship between school connectedness and academic engagement mediating role of mindfulness |
| topic | school connectedness academic engagement mindfulness high school students |
| url | http://ijer.hormozgan.ac.ir/article-1-315-en.pdf |
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