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Mirshekari, Nahid, Rizi, Saeid, Jahandidah, Sedigheh. (1405). Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings. , (), -. doi: 10.22034/jls.2026.145679.1360
Nahid Mirshekari; Saeid Rizi; Sedigheh Jahandidah. "Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings". , , , 1405, -. doi: 10.22034/jls.2026.145679.1360
Mirshekari, Nahid, Rizi, Saeid, Jahandidah, Sedigheh. (1405). 'Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings', , (), pp. -. doi: 10.22034/jls.2026.145679.1360
Mirshekari, Nahid, Rizi, Saeid, Jahandidah, Sedigheh. Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings. , 1405; (): -. doi: 10.22034/jls.2026.145679.1360

Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 07 مهر 1405
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2026.145679.1360
نویسندگان
Nahid Mirshekari* 1؛ Saeid Rizi2؛ Sedigheh Jahandidah3
1Master's degree in TEFL, Islamic Azad University, Zahedan Branch, Zahedan, Iran.
2Master's degree in TEFL, Shiraz University, Iran.
3Master's degree in TEFL, Islamic Azad University, Abhar Branch, Tabriz, Iran.
چکیده
This study explores the predictive roles of perceived teacher affective support and perceived school climate on student engagement among Iranian English as a Foreign Language (EFL) university students. Emphasizing the mediating effect of students' sense of belonging, the research involved 361 EFL participants recruited from public universities and private language institutes across major urban centers in Iran (e.g., Tehran, Isfahan, Shiraz, and Tabriz) who completed established measurement tools for the latent constructs. The findings reveal significant and direct positive impacts of both perceived teacher affective support and perceived school climate on student engagement. Notably, the study unveils sense of belonging as a pivotal mediator within these relationships. Mediation analysis underscores that the positive influences of teacher affective support and school climate on student engagement are amplified through the mediating role of sense of belonging within the school community. This research offers profound insights into the determinants of student engagement within Iran’s EFL higher education context.
کلیدواژه‌ها
Perceived teacher affective support؛ perceived school climate؛ student engagement؛ sense of belonging؛ mediation analysis
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تعداد مشاهده مقاله: 53


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