Predicting middle school students' school attachment levels in terms of academic self efficacy, percieved social support and quality of life in school

In this present thesis, it has been aimed to investigate the role of quality of school life, perceived social support and academic self-efficacy variables in predicting the school attachment levels. In this context, 632 middle school students, who are studying in Izmir, participated to the study. The data collection was done via the School Attachment Scale (SAS), Quality of School Life Scale (QSLS), Perceived Social Support Scale (PSSS) and Academic Self-efficacy Scale (ASES). Reliability and validity of the Perceived Social Support Scale were also done in the present study to use this scale in 5th grade students. For the statistical analysis, stepwise regression was employed. According to the statistical analysis, the scores of QSLS, PSSS and ASES accounted for the 51.9 % of the variance of school attachment scores. Also, each of the levels from Quality of School Life, Perceived Social Support and Academic Self-efficacy Scales were the significant predictors of the school attachment. The present study is the first study in the literature regarding predicting school attachment via these three variables. It is thought that the school attachment has an important role on the problematic behaviors in school. Therefore, it is important to describe and reveal the possible predictors of school attachment. The findings were discussed according to the literature. Also, some suggestions and conclusions were made for the future studies and practitioners.