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.

Abstract Introduction: The present study aimed to investigate the effectiveness of social-emotional competence training on mental toughness, empathy, and school belonging among female students with antisocial behaviors. Method: This research employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of all female high school students in Khorramabad with antisocial behaviors during the 2024–2025 academic year. A sample of 30 students was selected through purposive sampling and randomly assigned to experimental and control groups (15 participants per group). The experimental group received social-emotional competence training across ten 90-minute sessions. Data collection instruments included the Antisocial Behavior Questionnaire (Burt & Donnellan, 2009), the Basic Empathy Scale for Children and Adolescents (2010), the Short Version of the Mental Toughness Questionnaire (Papageorgiou et al., 2019), and the School Belonging Scale (Brown & Evans, 2002). Data were analyzed using analysis of covariance (ANCOVA) in SPSS version 26. Results: The ANCOVA results indicated that social-emotional competence training led to a significant increase in mental toughness (p < .001), empathy (p < .001), and school belonging (p < .001) in the experimental group compared to the control group. Conclusion: The findings suggest that social-emotional competence training can serve as an effective approach for enhancing mental health and reducing antisocial behaviors among female students. Based on these results, it is recommended that such training be integrated into preventive and intervention programs within schools.