Style of education, socio-economic status of the family and school factors on student achievement through the mediation of a sense of belonging to school

The purpose of this study is to explain the role of parenting style and socio-economic status of family and school factors on academic performance mediated by the sense of belonging to the school in order to planning and educational inequality administration among high school students. The research sample consisted of 492 high school students were selected using stratified random sampling. Standard questionnaires were used to collect data. The questionaire of Royan et al (19 89) was used to measure the parenting style with a Cronbach's alpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was used to measure the socio-economic status with a Cronbach's alpha coefficient of 87%, School agents of combining facilities and services indicators and the of Fam Taylor (1999) was used to measure academic performance with Cronbach's alpha coefficient of 93%. Betty, Barry and Watt questionnaire with Cronbach's alpha coefficient of 850% was used to feel belonging to the school .The validity and reliability of all research instruments were finally confirmed. The collected data were analyzed using SPSS and Smart PLS software through statistical methods. The results showed that parenting style and socio-economic status of the family and school factors have a positive and significant effect on academic achievement and the affiliation variable to school it has a mediating role. Must be to administration and planning to reduce parenting inequalities.