Relationship between School Bonding and Academic Motivation mediated by Academic Self-efficacy in Students

The purpose of this research is to determine the relationship between the School bonding with with academic motivation based on the mediating role of academic self-efficacy in third grade students in Sanandaj. The research method was correlation and using the structural equation model. The research population consisted of all 3rd grade students in 3199 students, of which 310 were selected by random cluster sampling. Data were gathered using Hartler's academic motivation, Maddox and Prince School bonding, and Jink and Morgan's Academic Admission Questionnaire. To measure the reliability of the data gathering tool, a partial least squares structural equation model has been used. The composite reliability of the student's motivation is ./88 And also Cronbach's alpha of ./90 Also, the composite reliability of the Academic Self-efficacy is ./92 And its Cronbach alpha ./87 Finally, the combined composite reliability of the School Bonding is ./89 And also Cronbach's Alpha Is ./85. The results of the study showed that there is a significant relationship between the School bonding with academic self-efficacy and academic motivation and between self-efficacy and academic motivation. Self-efficacy has a mediator role between the relationship between the relationship with the school and the academic motivation. Also, 34% of school children's motivation changes can be predicted by School bonding and self-efficacy, and according to the results of the research, attention to School bonding and self-efficacy variables is recommended to increase academic motivation.