International Journal of Psychology (IPA)

en Modeling the Relationship between Cultural Capital and Sense of School Belonging among Middle School Students: The mediating role of Social and Institutional Trust Modeling the Relationship between Cultural Capital and Sense of School Belonging among Middle School Students: The mediating role of Social and Institutional Trust عمومى General پژوهشي Research <div style="text-align: justify;">Cultural capital influencing students̓ attitudes toward school and the value of schooling, as well as transmitting notions about the nature of the wider society and people around them. In this study, the relation between students’ cultural capital and three non-cognitive attitudinal outcomes developing in the process of schooling including social trust, institutional trust (both as long-term outcomes), and sense of school belonging (a short-term outcome) was investigated. The present study was conducted with a descriptive-correlational design. A total of 528 students selected from Urmia secondary schools through stratified sampling responded to the questionnaire. The research data were collected using the standard questionnaires (Cultural capital: A researcher-made questionnaire based on the Bourdieu's theory, Social trust: Based on the Rosenberg’s (1956) notion of misanthropy, Institutional trust: A researcher-made questionnaire (Sabbagh et al., 2013) and Students' sense of school belonging: A 5-point Likert scale designed by <a href="#Goodenow1993">Goodenow (1993))</a> and their validity and reliability were confirmed. Structural Equation Modeling (SEM) was used to study and evaluate the relationships between the studied variables. Path analysis results showed that, there is a positive and significant relationship between cultural capital and (social–institutional) trust, cultural capital and sense of school belonging and, between (social–institutional) trust and sense of school belonging. So, it can be concluded that, there is a positive and significant relationship between cultural capital of students and sense of school belonging by mediating role of trust in high school students.</div> <div style="text-align: justify;">Cultural capital influencing students̓ attitudes toward school and the value of schooling, as well as transmitting notions about the nature of the wider society and people around them. In this study, the relation between students’ cultural capital and three non-cognitive attitudinal outcomes developing in the process of schooling including social trust, institutional trust (both as long-term outcomes), and sense of school belonging (a short-term outcome) was investigated. The present study was conducted with a descriptive-correlational design. A total of 528 students selected from Urmia secondary schools through stratified sampling responded to the questionnaire. The research data were collected using the standard questionnaires (Cultural capital: A researcher-made questionnaire based on the Bourdieu's theory, Social trust: Based on the Rosenberg’s (1956) notion of misanthropy, Institutional trust: A researcher-made questionnaire (Sabbagh et al., 2013) and Students' sense of school belonging: A 5-point Likert scale designed by <a href="#Goodenow1993">Goodenow (1993))</a> and their validity and reliability were confirmed. Structural Equation Modeling (SEM) was used to study and evaluate the relationships between the studied variables. Path analysis results showed that, there is a positive and significant relationship between cultural capital and (social–institutional) trust, cultural capital and sense of school belonging and, between (social–institutional) trust and sense of school belonging. So, it can be concluded that, there is a positive and significant relationship between cultural capital of students and sense of school belonging by mediating role of trust in high school students.</div> cultural capital, institutional trust, social capital, sense of school belonging cultural capital, institutional trust, social capital, sense of school belonging 163 194 http://ijpb.ir/browse.php?a_code=A-10-39-176&slc_lang=en&sid=1 masoumeh Talebi masoumeh Talebi 10031947532846001215 10031947532846001215 Yes Department of Educational Management, University of Urmia, Urmia. Iran Department of Educational Management, University of Urmia, Urmia. Iran Mohammad Hasani Mohammad Hasani 10031947532846001216 10031947532846001216 No Department of Educational Sciences University of Urmia, Urmia. Iran Department of Educational Sciences University of Urmia, Urmia. Iran Afshar Kabiri Afshar Kabiri 10031947532846001217 10031947532846001217 No Department of Educational Sciences, Urmia University, Urmia , Iran Department of Educational Sciences, Urmia University, Urmia , Iran