Social support, anxiety sensitivity and school counseling services as predictors of school engagement

In this study, the relationship between secondary school students' perceived social support, awareness of school guidance and counseling services, and anxiety sensitivity and their level of school engagement was examined. In addition, the predictive status of secondary school students' perceived social support, awareness of school guidance and counseling services, and anxiety sensitivity levels on school engagement was investigated. The study group of the research consisted of seventh and eighth grade students attending four middle schools in the center of Tokat province located in the Central Black Sea region of Turkey. The study group consisted of 793 students between the ages of 12-14 (Mage=13.09, SD=.69). School Engagement Scale, Perceived Social Support Scale, Anxiety Sensitivity Index for Children, School Guidance Services Awareness Scale and Personal Information Form were used as data collection tools. The data collected from the study were analyzed by Pearson Product Moment Correlation Test and Multiple Regression Analysis. As a result of the study, significant positive relationships were found between secondary school students' perceived level of social support, awareness of school guidance and counseling services, anxiety sensitivity and school engagement. It was revealed that social support and the social support dimension of family, friends and teachers significantly predicted middle school students' school engagement. It was determined that the physical sensitivity sub-dimension of anxiety sensitivity did not significantly predict middle school students' school engagement. Awareness of the necessity of school counseling services and the cognitive sensitivity dimension of anxiety sensitivity were found to be significant predictors of middle school students' school engagement.