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Introduction: The feeling of belonging to school can be effective in adolescents’ positive perception of themselves, others, communication and interest in others, as well as a sense of responsibility for school affairs. The purpose of this study was to explain the role of school belonging in predicting students’ academic motivation and academic self-efficacy of secondary school students in Tabriz.
Method: The present study was a survey research. The statistical population of the present study included all male high school students in Tabriz who through cluster random sampling 299 high school students (92 in mathematics, 101 in experimental sciences and 105 in science Human) were selected. The research instruments were Barry School Feeling Questionnaire (2004), Frederick Academic Achievement Questionnaire (2004) and Jink (1999) Academic Self-Efficacy Questionnaire.
Findings: Pearson correlation analysis showed that there is a significant and positive correlation between the variables of connectedness with school, academic enthusiasm and self-efficacy. On the other hand, the results of linear regression analysis indicated that the school-related dimensions predicted a total of 0.71 of academic enthusiasm changes and 0.31 of student self-efficacy changes. From the dimensions of connectedness with school, four subscales of participation, positive feelings, membership, and academic participation predict meaningfully academic enthusiasm. Also, the following sub-scales of teacher support, respect and scientific participation are a significant predictor of student self-efficacy.
Disscution: The findings of the present study are important implications for psychologists and school counselors about the role of belonging to the school in the enthusiasm and better academic performance of high school students.
 

Keywords: sense of connectedness with school, academic self-efficacy, academic enthusiasm

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