Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Falatouni F, Atashafrouz A, Shehniyailagh M, Hajiyakhchali A. (2026). Testing the Causal Relationship Model of Psychological Sense of School Membership and Family Communication Patterns with Flourishing and Academic Performance with the Mediating Role of Meaning in Life and Psychological Capital. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-993-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-993-en.html
1- PhD Student of Educational Psychology, Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2- Associate Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. ,a.atashafrouz@gmail.com
3- Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
4- Associate Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2- Associate Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran. ,
3- Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
4- Associate Professor in Department of Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
Abstract: (293 Views)
Objective: This study examined a causal model linking psychological sense of school membership and family communication patterns with flourishing and academic performance through the mediating roles of meaning in life and psychological capital among gifted and normal students.
Methods: The statistical population consisted of all female twelfth‑grade students in Dezful during the 2023–2024 academic year. Using multistage proportional random sampling, 176 students were selected from each group (gifted and normal). Participants completed the Psychological Sense of School Membership Scale (St‑Amand et al., 2020), the Revised Family Communication Patterns Questionnaire (Koerner & Fitzpatrick, 2002), the Meaning in Life Questionnaire (Steger et al., 2006), the Psychological Capital Questionnaire (Luthans et al., 2007), and the Flourishing Scale (Diener et al., 2010). Data were analyzed using structural equation modeling.
Results: Most direct paths in the proposed model were significant, except for the paths from family conformity orientation to meaning in life, family conformity orientation to psychological capital, and meaning in life to academic performance. Indirect path analyses indicated significant mediation effects. Multigroup analysis also showed that the structural model was similar for both gifted and normal students.
Conclusions: The findings highlight the importance of strengthening students’ sense of school belonging and fostering constructive family communication patterns to promote flourishing and academic outcomes. Schools and families can support students’ development by encouraging participation in social activities and maintaining effective parent–child communication.
Methods: The statistical population consisted of all female twelfth‑grade students in Dezful during the 2023–2024 academic year. Using multistage proportional random sampling, 176 students were selected from each group (gifted and normal). Participants completed the Psychological Sense of School Membership Scale (St‑Amand et al., 2020), the Revised Family Communication Patterns Questionnaire (Koerner & Fitzpatrick, 2002), the Meaning in Life Questionnaire (Steger et al., 2006), the Psychological Capital Questionnaire (Luthans et al., 2007), and the Flourishing Scale (Diener et al., 2010). Data were analyzed using structural equation modeling.
Results: Most direct paths in the proposed model were significant, except for the paths from family conformity orientation to meaning in life, family conformity orientation to psychological capital, and meaning in life to academic performance. Indirect path analyses indicated significant mediation effects. Multigroup analysis also showed that the structural model was similar for both gifted and normal students.
Conclusions: The findings highlight the importance of strengthening students’ sense of school belonging and fostering constructive family communication patterns to promote flourishing and academic outcomes. Schools and families can support students’ development by encouraging participation in social activities and maintaining effective parent–child communication.
Keywords: Psychological sense of school membership, Family communication patterns, Meaning in life, Psychological capital, Flourishing
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/04/3 | Accepted: 2025/07/12 | Published: 2026/06/11
Received: 2025/04/3 | Accepted: 2025/07/12 | Published: 2026/06/11
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