Normalizing Sense of Belonging to School Questionnaire and its relationship with Academic Burnout and Achievement Motivation among Persian students

The present research is conducted aiming at studying the psychometric characteristics of sense of belonging to school questionnaire by Bree, Bethy, and Wath (2005) among Persian students. The method applied in this research is descriptive-measuring and the population under study includes all male and female secondary students. The sample under study included 350 students (200 boys and 150 girls) which were selected through cluster random sampling. Data for this research was collected through different questionnaires that included school connection feeling, academic burnout, and achievement motivation. All Data were analyzed utilizing Cronbach's alpha, Exploratory factor analysis, and correlation coefficient. The total Cronbach's alpha scale is calculated 88% that indicates optimal reliability. The correlation of this scale is calculated with academic burnout questionnaire in order to determine divergent validity (-0/567) that also indicated meaningful and negative correlation. Additionally, the sense of belonging to school, and achievement motivation scale is 44% that corroborates concurrent validity of sense belonging to school connection scale. The results of exploratory factor analysis expressed six factors that included: teacher’s support, engagement in the broader community, the sense of observing fairness and respect, positive feelings to school, relationship with school, academic engagment. measuring the sense of belonging to school scale can be applied as reliable and valid tool in educational and research situations.