Structural model of passion for school based on class climate, school culture and student academic self-concept

The aim of the study: The present study was conducted with the aim of predicting enthusiasm for school based on classroom climate, school culture and students' academic self-concept.

The statistical population of this research consists of sixth grade elementary school students of Bushehr city, from whom 250 people were selected as the statistical sample of the research based on proportional random sampling. This research is applied in terms of purpose and descriptive-correlation of structural equations. To collect data, the questionnaires of enthusiasm for school by Wang et al., school culture by Alexander and Sade, academic self-concept by Yi Yasen Chen, and class climate by Frazer et al. were used. The content validity of all the questionnaires was confirmed and and the reliability coefficient of all questionnaires was found to be optimal (Cronbach's alpha above 0.6).

The results of the research showed that the direct effect of the structure of school culture on the structure of enthusiasm for school is not significant, but the direct effect of the structure of school culture on the structure of class climate and academic self-concept is significant. Also, the direct effect of class climate structure on the structure of passion for school is significant. The direct effect of the structure of academic self-concept on the structure of passion for school is also significant. On the other hand, the indirect effect of the structure of school culture on the structure of enthusiasm for school through the mediating role of the structure of academic self-concept and classroom climate is significant. All findings were significant at the level (α=0.05).

academic self-concept and class have an effect on students' enthusiasm for school, but school culture has an indirect effect.