Social support and school climate as the providers of school addiction in high school students

The aim of this study is to examine how perceived social support score and school climate score predict the school commitment score of high school students. The research using the relational screening model was conducted on 870 students attending different class levels in 10 different secondary schools. Personal Information Form, School Life Scale, Perceived Social Support Scale, and School Climate Scale were used as data collection tools. IBMM SPSS 22 was used in the analysis of data from the study group. Data were analyzed by Pearson Moments Multiplication Correlation Coefficient, Multiple Linear Regression, independent groups t-test, One-way analysis of variance (ANOVA) and Kruskal Wallis H Test. Pearson Moments Multiplication Correlation Coefficient was used to examine the relationship between social support score, school climate score and school engagement score. All variables were significantly associated with each other. The school climate score and social support score of the independent variables were determined by multiple regression analysis. Accordingly, 42.7 % of the total variance of the school dependence of the variables of school, friend and teacher from the sub-dimensions of school climate and social support is explained. When the relative importance of the predictive variables on the school commitment score was examined according to the beta coefficient (β), it was found that the school climate, social support from the teacher, social support from the family and social support from the friend were listed. Later; the t-test was used to determine whether the school engagement points differend significantly by gender. It was found that adherence to school did not differ significantly by gender. One-way analysis of variance (ANOVA) was used to determine whether there was a significant difference in the school commitment scores of the students. It was observed that there was a significant difference between the student's grade levels and school engagement scores. Then, Kruskal Wallis H Test was used to determine whether there was a significant difference between the school commitment scores of the students and the reasons of school type and school preference. It was seen that there was a significant difference between the reasons of school type and school preference of students and school engagement points. The findings were discussed together with the literature. In the last part of the research, within the scope of the research; recommendations were given to field researchers, psychological counselors / guidance teachers, school administrators and teachers.