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School adjustment, engagement and academic self-concept: family, child, and school factors

Published online by Cambridge University Press:  10 June 2020

Sajjad Basharpoor Open the ORCID record for Sajjad Basharpoor [Opens in a new window] ,
Fazeleh Heidari ,
Mohammad Narimani  and
Usha Barahmand
Sajjad Basharpoor*
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Fazeleh Heidari
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Mohammad Narimani
Affiliation:
Faculty of Educational Science and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Usha Barahmand
Affiliation:
Department of Psychology, City University of New York-Queens College, New York, USA
*
*Corresponding author. Email: [email protected]
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Abstract

Previous research has supported the importance of the interaction between family and school contexts for student adjustment to school. This study aimed to investigate the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability and school adjustment. A sample of 268 5th- and 6th-grade students aged 11–13 years (131 males, 137 females) from elementary schools in Iran participated in this study. Results showed that school adjustment was positively related to family adaptability/cohesion, social acceptability, school engagement, and academic self-concept. Family adaptability/cohesion and social acceptability also positively correlated with school engagement and academic self-concept. In addition, the data provided a good fit for the hypothesised model of the mediating role of school engagement and academic self-concept in relation to family adaptability/cohesion, social acceptability, and school adjustment. The results showed that coherent and adaptable family systems and high social acceptability of students can affect school adjustment both directly and indirectly through school engagement and academic self-concept.

Keywords

family adaptabilityfamily cohesionsocial acceptabilityschool engagementacademic self-conceptschool adjustment
Type
Articles
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Journal of Psychologists and Counsellors in Schools , Volume 32 , Issue 1 , June 2022 , pp. 23 - 38
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© The Author(s) 2020. Published by Cambridge University Press

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