The Relationship between School Connectedness Components and Academic Achievement Mediated by Academic Motivation

INTRODUCTION Although researches on the relation between students and school environment date back to many years ago, the concept of school connectedness is a new variable whose supporting research literature is not much 1. Some researchers relate the lack of research support for this factor (school connectedness) with its vast definition and overlapping with other variables 2. In research literature, the concept of school connectedness is linked to some scientific factors such as hygiene, education, psychology, and sociology 3. Moreover, terms, concepts and tools to measure the factor have increased and caused a considerable overlapping of the related concepts. Educational researches use terms such as school engagement, school attachment, school bonding, school climate, and school involvement to refer to school connectedness. School connectedness refers to the relation that exists between a student and his/her school. It is defined as a factor in school climate that increases a feeling of attachment to school and being accepted by others 3,4. It is a reflection of how committed and attached is a student to his/her school, and includes the student's experiences of being attended in school and feeling intimate toward the school personnel and climate 5. Another definition of school connectedness explains it as a psychological state where students feel Abstract: the purpose of the present study was to examine a conceptual model of the relationship between school connectedness components and academic achievement mediated by academic motivation. Using multistage random sampling method, 500 students (250 boys and 250 girls) were selected from first grade of high school. For measure school connectedness, SCS and for measure academic motivation, MSLQ is used. Results of study indicate that the suggested model fitted properly and all paths are positive and significant among study variables. In the end of article, findings are discussed and research recommendations are presented. themselves as being supported, trusted, and cared for by grown-ups in school 6. According to the latter definition, the connection of a person (student) with his/her school is independent of his/her attempts and involvement in classwork. School connectedness is a multi-dimensional factor which is composed of components like power, commitment, belonging and belief in rules. The component of power reflects the capability of a student in affecting school climate people and activities 7. Taking part in extracurricular activities, and membership in school groups and forums, are manifestations of power. The component of power mostly refers to a student's behavioral relation …