The Role of Self-Efficacy Beliefs and Academic Motivation in the Relationship Between School Attachment and Subjective Well-Being in Secondary School Students

Topal N., ODACI H.

Psychology in the Schools, cilt.62, sa.9, ss.3144-3157, 2025 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 62 Sayı: 9
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1002/pits.23528
  • Dergi Adı: Psychology in the Schools
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.3144-3157
  • Anahtar Kelimeler: academic motivation, school attachment, self-efficacy, subjective well-being
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

Existing research confirms that there is a relationship between school attachment and subjective well-being. However, the mechanisms mediating the relationship between these two variables still need to be explained. This study aims to examine the role of self-efficacy belief and academic motivation in the relationship between school attachment and subjective well-being among middle school students. The study group of this cross-sectional study, designed in accordance with the relational design of quantitative research methods, consists of 701 middle school students (Mage = 11.81, 55.3% girls). The data were collected using the School Attachment Scale for Children and Adolescents, Adolescent Subjective Well-being Scale, Self-Efficacy Scale for Children and Academic Motivation Scale for Middle School Students. According to the research findings, positive significant relationships were determined between school attachment, self-efficacy belief, academic motivation and subjective well-being. The structural equation model results show that self-efficacy belief and academic motivation mediate the relationship between school attachment and subjective well-being. Results highlight the importance of considering elements of school attachment, self-efficacy, and academic motivation when designing interventions that promote subjective well-being in middle school students.