The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy

Document Type : Research Article



Objective: The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
Method: The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire, parental bonding instrument, Morgan-Jinks student efficacy scale, academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
Results: The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also, the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition, the indirect paths of school bonding and parental bonding, with academic satisfaction and academic control, with mediating role of academic self-efficacy, were significant.
Conclusion: The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.


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