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

• Published in: Psychology in the schools Vol. 62; no. 9; pp. 3144 - 3157
• Main Authors: Topal, Nihal, Odaci, Hatice
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc 01.09.2025
• Subjects: academic motivation; Attachment; Beliefs; Efficacy; Middle school students; Middle schools; Motivation; Quantitative analysis; Research methodology; school attachment; Secondary schools; Self Efficacy; Student Motivation; Students; subjective well‐being; Well Being
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23528

ABSTRACT 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. Summary School attachment was both directly and indirectly correlated to subjective well‐being. Self‐efficacy beliefs and academic motivation were directly correlated to subjective well‐being. Self‐efficacy beliefs and academic motivation mediated the relationship between school attachment and subjective well‐being in secondary school students.