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This study investigated how social and emotional learning mediates the relationship between adolescents' perceptions of school culture and their levels of school engagement. A total of 365 high school adolescents (52.9% female, 47.1% male) participated, with data collected using the School Engagement Scale, School Culture Scale, Adolescents’ Social and Emotional Learning Scale, and a Demographic Information Form. The Pearson product-moment correlation analysis results show that there are statistically significant positive relationships between school culture, school commitment, and social and emotional learning variables. It was discovered that the school culture significantly predicted school engagement in adolescents. Findings indicated a significant effect of school culture on social and emotional learning, and this, in turn, significantly affected students' engagement with school. The study concluded that the relationship between school culture and school engagement in adolescents was partially mediated by social and emotional learning, with its indirect impact proving significant.

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The current study focused on to investigating the predictive roles of quality of school life, school engagement and academic success in the future expectation of secondary school students. Also, to be examined of the future expectation according to some demographic variables like gender, parental attitude, parent's income and the level of parent's education, was the other aim of the study. The research group contains for 701 secondary school students. The personal information form, the scales of the future expectation in adolescents, the school engagement and the school life quality were used in this study. As a result of the analysises, it was found that the quality of school life and the level of the school engagemnent enhance the future expectations significantly. It was understood that the points of male students were higher than the points of female students in all sub dimensions of the future expectations. It was found that the scores of the students' future expectations were significantly higher in the families having supportive, tolerant and preserver attitude than in the families having unbalanced and undecided attitude. It was seen that the students having a high monthly income had higher future expectations points in "Job and Education" sub dimension. Also the students whose fathers having high level of education had higher future expectitions scores in the dimensions of "Job and Education", "Religious and Life". The results give an emphasis to the variants of the school and family for enhance the students' future expectations. [ABSTRACT FROM AUTHOR]

Copyright of Educational Administration: Theory & Practice is the property of Educational Administration: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this research is; The relationship between school engagement and general self-efficacy levels in high school students. The data of the study were obtained from 221 students in 9th and 10th grade. In the study, Scohool Engegament Scale, General Self-Efficacy scale was used. According to the results of the normality test; t test, Mann Whitney U test, one way variance analysis Kruskal Wallis test and pearson correlation coefficient techniques were used. In general, males, who participate in successful, social cultural activities, who perceive the teacher as competent, have higher engagement to school. The self-efficacy levels of male students and their parents are higher. Those with high self-efficacy have high success levels. A significant positive correlation was found between school loyalty and general self-efficacy scores. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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