The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy

The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire¡ parental bonding instrument¡ Morgan-Jinks student efficacy scale¡ academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also¡ the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition¡ the indirect paths of school bonding and parental bonding¡ with academic satisfaction and academic control¡ with mediating role of academic self-efficacy¡ were significant.
The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.