Examining School Attachment and Academic Success In Terms Of Different Variables

Attachment to school is found to be related to the academic success and aggression, and it has been widely studied especially in recent years. The aim of the present study is to examine school attachment and academic success in terms of different variables. In this study, the relationship among the variables of the school attachment in university students, emotional-behavioral problems, selfrespect, academic success, and academic motivation were examined. A total of 611 students (Female n=359; Male n= 252) attending different high schools in Amasya participated in the study. The high schools were selected by random sampling method. Stepwise regression analyses demonstrated that high self-respect and high academic motivation predict school attachment. Moreover, attachment to teacher was found to predict positive social behavior, lower level of hyperactivity and behavioral problems, whereas attachment to school predicted lower emotional problems. Finally, attachment to friend was found to predict the lower level of both emotional and social behavioral problems and peer problems. Findings were discussed in relation to academic success and school attachment.