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ACADEMIC SELF-EFFICACY AND MOTIVATION TO CLASS ENGAGEMENT IN ADOLESCENTS: THE MEDIATING ROLE OF SCHOOL ATTACHMENT

Abstract

Author(s): ?hsan AKEREN

In this study, the mediating role of school attachment in the relationship between academic self-efficacy and motivation to class engagement was examined. In addition, it has been investigated to what extent academic self-efficacy predicts motivation to class engagement, as well as the extent to which school attachment predicts motivation to class engagement, and finally whether there is an intermediary role between adhering to the academic self-efficacy and motivation to class engagement. For this purpose, 388 high school students were reached. The academic self-efficacy scale, which is the sub-dimension of the Self-Efficacy Scale for Children, was used to measure academic self-efficacy in adolescents, the School Attachment Scale for Children and Adolescents to measure school attachment, and the motivation to class engagement to measure attendance. SPSS 22.0 Package Program and L?SREL 8.80 Program were used to analyze the data. According to the results obtained from the research findings, academic self-efficacy significantly predicted attachment to school and motivation to class engagement, attachment to the school significantly predicted participation in the class, and attachment to the school with academic self-efficacy. it has been shown to have a partial mediating role between motivation to class engagement.

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