Presenting a Structural Model of School Bonding Based on Psychosocial Atmosphere with the Mediation of Reflective Thinking in High School Students
DOI:
https://doi.org/10.61838/kman.pdmd.3.1.9Keywords:
Schema Therapy, Cognitive, Behavioral Therapy, Body Dysmorphic DisorderAbstract
Background and Objective: This study aimed to present a structural model of school bonding based on the psychosocial atmosphere with the mediation of reflective thinking in high school students.
Methods and Materials: The research method was applied in terms of purpose and descriptive correlational in terms of data collection. The statistical population of the present study included all high school students in Tehran in the academic year 2021-2022, with 341 individuals selected through cluster random sampling. This study utilized the School Bonding instrument (Brown & Evans, 2002), the Classroom Psychosocial Atmosphere scale (Fraser et al., 1995), and the Reflective Thinking questionnaire (Kember et al., 2000). To analyze the data and test the research hypotheses, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.
Findings: The findings of the study indicated that the model had a good fit. The results showed that the psychosocial atmosphere impacts school bonding with the mediation of reflective thinking in high school students.
Conclusion: Based on the findings, it can be concluded that improving the psychosocial atmosphere and reflective thinking can be effective in enhancing school bonding among students.
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