Presenting a Structural Model of School Attachment based on Metacognitive Beliefs, Tolerance of Ambiguity, Family Emotional Atmosphere Health and Attitude to Using Virtual Networks in Coronavirus Pandemic Conditions

The aim of this study was to present a structural model of school attachment based on metacognitive beliefs, ambiguity tolerance, family emotional atmosphere and attitudes toward using virtual networks in coronavirus pandemics.

The research method is descriptive and structural equations. In terms of purpose, the research method is developmental and in terms of data collection method, the research method is descriptive-correlation. In terms of data type, the research method is quantitative research. The statistical population of this study includes female students of the second year of high schools in Tehran in the academic year 1398-99, whose total number is about 106119 people and a sample of 400 students was considered. Data collection methods in this study were library and field and questionnaire tools were used. Data were analyzed at descriptive and inferential levels and SPSS software version 21 and LISREL version 8.7 were used to analyze the data.

According to the findings, the mean components of attachment to school were 3.71, the mean of metacognitive beliefs was 13.71, the mean of ambiguity tolerance was 3.47, the mean attitude towards using virtual networks was 2.85, the mean of family emotional atmosphere was 2.864. And its average is higher than average.

The results showed that tolerance of ambiguity, emotional atmosphere of family and attitude to using virtual networks through studentschr('39') metacognitive beliefs had an indirect effect on their attachment to school