ارائه مدل رابطه ذهنی‌سازی و وضعیت اجتماعی–اقتصادی با سازگاری تحصیلی و نقش میانجی دلبستگی به مدرسه در دختران دوره متوسطه اول

سروین سادات اخوان صراف; زهره موسی زاده; انیس خوش لهجه صدق

Authors

Sarvin Sadat Akhavan Saraf Department of Psychology, Ki.C., Islamic Azad University, Kish, Iran. Author https://orcid.org/0009-0005-2626-4199
Zohre Mousazadeh Department of Educational Sciences, Imam Sadiq University, Tehran, Iran. Corresponding author https://orcid.org/0009-0004-5288-9312
Anis Khoshlahjeh Sedgh Department of Clinical Psychology, Faculty of Medicine, Qom Medical Sciences, Islamic Azad University, Qom, Iran. Author https://orcid.org/0000-0002-5085-0199

Keywords:

mentalization, socioeconomic status, academic adjustment, school attachment, Female Students, Structural Equation Modeling

Abstract

This study aimed to develop and test a structural model of the relationships of mentalization and socioeconomic status with academic adjustment, considering the mediating role of school attachment among first-cycle secondary school girls. This applied study employed a descriptive-correlational design based on structural equation modeling. The statistical population consisted of female first-cycle secondary school students in Tehran during the 2022–2023 academic year, of whom 336 students were included in the final analysis after incomplete questionnaires were excluded. Data were collected using the Baker and Siryk Academic Adjustment Questionnaire, Dimitrijevic et al. Mentalization Questionnaire, Hakkak Qazvini Socioeconomic Status Questionnaire, and Mouton et al. School Attachment Questionnaire. Structural equation modeling was performed using SPSS and LISREL. Structural equation modeling indicated an acceptable fit of the proposed model to the data (χ²/df=1.95, GFI=0.945, AGFI=0.912, CFI=0.957, and RMSEA=0.063). Mentalization had a positive and significant total effect on academic adjustment (β=0.371, p=0.001), and socioeconomic status also showed a positive significant total effect on academic adjustment (β=0.149, p=0.013). School attachment was positively associated with academic adjustment (β=0.353, p=0.001). Furthermore, the indirect effect of mentalization on academic adjustment through school attachment was significant (β=0.091, p=0.003), confirming its mediating role. In contrast, the indirect effect of socioeconomic status through school attachment was not significant (β=0.023, p=0.257). Overall, the model variables explained 41% of the variance in academic adjustment. Mentalization, socioeconomic status, and school attachment are important correlates of academic adjustment among first-cycle secondary school girls. School attachment particularly functions as a significant mediating mechanism linking mentalization to academic adjustment. Accordingly, educational and counseling programs designed to strengthen students’ mentalization capacities and emotional attachment to school may contribute to improved academic adjustment.

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