Style of education, socio-economic status of the family and school factors on student achievement through the mediation of a sense of belonging to school
Publisher: name: The University Of Kurdistan
Year: 2021

description: Living in the third millennium with its accelerating changes and transformations\nin the process of school education and the mission of education and the\nsupportive role and cultural capital of the family in producing knowledge and\nforming skills and creating positive attitudes and promoting students'\nacademic performance and One sentence emphasizes the creation of\ncompetencies and capabilities based on academic achievement and\nperformance in students and is a factor in the social, economic, political,\ncultural, etc. development of societies. Any change in the promotion of\nstudent performance and academic achievement, directly or indirectly\naffected by educational style, cultural capital and the amount of income and\nfinancial support and support of their families on the one hand and physical\nfacilities, financial and human resources on the other. And counseling and\nhealth services of the school where they study, and in the meantime, the\ncommunication circle of students' sense of belonging to the school,\nintensifies this effect. It is not possible to study the influential factors and\ntheir causes on students' academic performance and provide a desirable\nmanagement model at home and school, especially for high school students.\nThe purpose of this study is to explain the role of parenting style and socioeconomic status of family and school factors on academic performance\nmediated by the sense of belonging to the school in order to planning and\neducational inequality administration among high school students. The\nresearch sample consisted of 492 high school students were selected using\nstratified random sampling. This statistical sample number of students was\nselected from 77432 students of the statistical population of the research who, by gender, 232 female students and 260 male students filled out a\nquestionnaire. Fill in the information and indicators of school agents.\nStandard questionnaires were used to collect data. The questionaire of Royan\net al (1989) was used to measure the parenting style with a Cronbach's\nalpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was\nused to measure the socio-economic status with a Cronbach's alpha\ncoefficient of 87%, School agents of combining facilities and services\nindicators and the of Fam Taylor (1999) was used to measure academic\nperformance with Cronbach's alpha coefficient of 93%. Betty, Barry and\nWatt questionnaire with Cronbach's alpha coefficient of 85% was used to\nfeel belonging to the school..The validity and reliability of all research\ninstruments were finally confirmed. The collected data were analyzed using\nSPSS and Smart PLS software through statistical methods. The results\nshowed that parenting style and socio_economic status of the family and\nschool factors have a positive and significant effect on academic\nachievement and the affiliation variable to school it has a mediating role.\nMust be to administration and planning to reduce parenting inequalities.\nThe present study is an applied research in terms of purpose and surveyanalytical in terms of data collection method and in terms of control of\nvariables and the nature of the subject and research objectives are of\ncorrelation type and structural equation model type and for data collection\nfrom Two methods of survey and reference to documents and statistics\n(documentary) have been used and to collect some of the information\nrequired in the research, standard questionnaires with high validity and\nreliability were used, which finally became a general questionnaire. The\nresults of structural equation modeling indicate the relationship between\nindependent variables and dependent variables .According to the modeling\ncriteria, it can be argued that the proposed model had a good fit .There is a\ngood fit between the depicted model or the structured model with the data, in\nother words, the above variables have the necessary competence to be used in\nthe form of a final research model.\nThe results of this study showed that students whose families have high cultural\ncapital and socio-economic status are more involved in educational activities\nand financial and cultural support of their children and by directing their\nchildren to non-governmental or private schools and taking advantage of\nteachers space facilities. Educational Health Services - Special and highlevel counseling and education outperform their peers in terms of educational\ninequality (not entitlement justice). It is very clear that if this issue is ignored\nand attention is not paid to equalization and justice in the distribution of\nfacilities, services, mission and importance of public schools and factors\naffecting the quality and educational process in them, it will cause a decline\nin academic performance and a significant reduction in sense of belonging.\nTo school and reduce academic motivation and motivation and reduce\nacademic performance in students, and its obvious results create a clear gap\nbetween our educational goals in the education system and student academic\nperformance, which is itself a prelude to creating injustice. It is entitlement and will have many cultural, social, political, economic, etc. consequences in\nsociety. Therefore, it is recommended to plan large-scale education system\nby preventing the institutional segregation of schools and in order to reduce\nthe negative impact of economic poverty and social status of families by\nequitable distribution of educational facilities and services and necessary\nsupport, especially in areas deprived of socio-economic inequality. Minimize\nfamily structure and school factors in students' academic performance so as\nnot to create and exacerbate educational inequality and consequently a sense\nof social injustice in society.\nFinally, it can be concluded that the family structure consists of the type and\nform of the family (such as parental involvement, educational style, socioeconomic base, cultural capital, democratic factors) and school as an\neducational environment is also influenced by factors (such as teacher,\ncurriculum, School facilities and equipment), all of which play a role in the\neducational performance and learning of students. Among these, the family is\nthe first institution of children's social life that has a great impact on their\nacademic performance, so the family structure is the cultural capital In\neducating children, parents 'wishes and expectations from their children's\neducation Parents' educational styles can all affect the student's perception of\nschool and, consequently, the sense of belonging to the school, and in the\nmeantime, the feeling of more belonging to the school also mediates. School\nfactors affect students' academic performance. On the other hand, despite the\nbasic role of the family in the education of this institution and its position in\neducating children, it faces challenges.These conditions require planning,\nimprovement and repair at the macro management level.\n