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

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 a...

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Bibliographic Details
Published inAustralian journal of guidance and counselling Vol. 32; no. 1; pp. 23 - 38
Main Authors Basharpoor, Sajjad, Heidari, Fazeleh, Narimani, Mohammad, Barahmand, Usha
Format Journal Article
LanguageEnglish
Published Cambridge, UK Cambridge University Press 01.06.2022
SAGE Publications
Subjects
Academic Achievement
Adaptability
Adjustment
Child Development
Educational Environment
Educational Planning
Educational psychology
Educational Resources
Elementary School Students
Families & family life
Family Environment
Foreign Countries
Grade 5
Grade 6
Learner Engagement
Self Concept
Self esteem
Student Adjustment
Student Characteristics
Student Development
Student Motivation
Student participation
Iran
social acceptability
school engagement
family cohesion
school adjustment
academic self-concept
family adaptability
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Summary: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.
ISSN:2055-6365
1037-2911
2055-6373
DOI:10.1017/jgc.2020.6