Social Psychology Research

Abstract Introduction: School belonging, as a key component of students' educational experience, plays a decisive role in fostering a sense of security and a positive relationship with the learning environment. This study aimed to investigate the relationship between school belonging and academic well-being, with the mediating role of love of learning among students. Method: This research is applied in purpose and descriptive-correlational in methodology. The statistical population included all second-year high school students in Baneh city during the 2023–2025 academic year. The sample size was estimated at 364 participants using the Cochran formula, and participants were selected through multi-stage cluster sampling. Data were collected using the School Belonging Questionnaire (Brown & Evans, 2002), the Academic Well-Being Scale (Tuminin Sweeney, 2012), and the Love of Learning Scale (McFarlane, 2003). Data analysis was performed using Pearson correlation and structural equation modeling (SEM) with SPSS 29 and AMOS 26 software, with a significance level set at 0.05. Results: The results showed a positive and significant relationship between school belonging and academic well-being (p < 0.01). Love of learning had a direct and significant relationship with both school belonging and academic well-being. Furthermore, school belonging had an indirect and significant effect on academic well-being through the mediating role of love of learning (p < 0.05). Conclusion: Based on the findings, a sense of belonging to school and a love of learning significantly contribute to students' academic well-being. Improving teaching methods and strengthening positive support programs within the school environment can enhance academic engagement and promote mental health.