Examining the causal structure between sense of belonging to school and self-regulated learning: The mediating role of moral identity

Document Type : Research Paper

Authors

1 Assistant Professor, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

2 Associate Professor, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran

Abstract

The present study aimed to investigate the causal structural relationships between school belonging and self-regulated learning, with the mediating role of moral identity. The research design was descriptive and correlational in nature. The statistical population consisted of all male high school students (second secondary level) studying in public schools in Ardabil during the academic year 2021. A sample of 250 students was selected through convenience sampling and completed the Self-Regulated Learning, Moral Identity, and School Belonging questionnaires online. Data were analyzed using Structural Equation Modeling (SEM) with LISREL 8 software. The results indicated an acceptable fit of the research model. Findings showed that school belonging had a direct and positive effect on both self-regulated learning and moral identity. Moral identity also had a direct and positive effect on self-regulated learning. Moreover, moral identity played a mediating role in the relationship between school belonging and self-regulated learning. Based on the results of the present study, designing and implementing school based programs that simultaneously enhance students' sense of school belonging and foster their moral identity can be employed as an effective strategy to improve self regulated learning abilities and academic achievement.

Keywords

Main Subjects

References

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History

  • Receive Date: 18 October 2025
  • Revise Date: 08 February 2026
  • Accept Date: 17 February 2026
  • First Publish Date: 21 March 2026
  • Publish Date: 21 March 2026

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