Family Cohesion and School Belonging in Preadolescence: Examining the Mediating Role of Security and Achievement Goals

Abstract

There have been plenty of researches about how to improve a sense of school belonging. However, few of the studies start from the cooperation of family and school. This study utilizes a sample of 365 students aged from 7 years old to 20 years old to reveal the relationships of family cohesion and school belonging. The mediating effects of security and achievement goals are also examined. The correlational results indicate that family cohesion is positively and significantly associated with school belonging, interpersonal security and mastery goals. School belonging links to interpersonal security, mastery goals, performance-approach goals and performance-avoidance goals positively and prominently. The structural model manifests that family cohesion can predict school belonging not only positively and directly but also via the mediating role of interpersonal security and achievement goals, which only includes mastery-oriented goals, namely mastery goals and performance-approach goals. This research suggests that the cooperation of family and school is effective and emphasizes the importance of mental wellbeing as the mediator.