The mediating role of academic boredom in the relationship between school climate and academic engagement in high school students

Authors
Faezeh Sadat Hosseini
maryam mohsenpour
Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University
Abstract
The present study aimed to identify the mediating role of academic boredom in the relationship between school climate and academic engagement of high school students. This was a descriptive correlational study (structural equation model). The statistical population was female high school students in public schools in Mashhad in the academic year 1403-1404, of which 368 were selected through cluster random sampling. The research tools included the School Climate Scale by Lee et al. (2017), Sharp et al.'s Academic boredom (2021), and Rio's Academic Engagement (2013). The results showed that school climate and academic boredom have a direct effect on academic engagement, and school climate has a direct effect on academic boredom. Also, school climate can predict academic engagement through the mediation of academic boredom

. In addition, academic boredom and school climate explain 43% of academic engagement, of which 32% is explained by school climate and 11% by academic boredom (P<0.001). Based on the research findings, creating a positive atmosphere in schools can play an effective role in reducing academic boredom and increasing students' academic engagement; therefore, it is suggested that those involved in the education system, by improving the school atmosphere and strengthening positive relationships between students and teachers, provide conditions to reduce academic boredom and increase students' academic engagement.
Keywords
School Climate
Academic Boredom
academic engagement
High school students
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