The Mediator Role of Positive Experiences at School in the Relationship between Academic Self-Confidence and School Belonging in Turkish Secondary School Students

Abstract

School belonging is crucial to a student’s overall wellbeing and academic success, which refers to their connection and identification with their school community. It encompasses their relationships with peers and teachers and their engagement in academic and extracurricular activities. Research has identified individual and social factors that affect school belonging; however, the factors associated with students’ covitality factors and positive psychology dimensions are unclear. Therefore, this study aims to determine the mediator role of positive experiences in the school in the relationship between academic self-confidence and school belonging of secondary school students. For this purpose, 358 secondary school students in Tokat, Turkey, participated in the study. The research used the School Belonging Scale, Positive Experiences at School Scale, and Academic Self-Confidence Scale as data collection tools. As a result of the study, we determined positive and moderate relationships between academic self-confidence, positive experiences at school, and school belonging. Furthermore, mediation analysis results revealed that positive experiences at school mediated the relationship between academic self-confidence and school belonging. The research findings were interpreted in line with the positive psychology and socioecological model of school belonging literature.