University of Mohaghegh Ardabili Journal of School Psychology 22520821 12 4 2023 12 22 Predicting perceived learning based on perceived social support and sense of belonging to school in students Predicting perceived learning based on perceived social support and sense of belonging to school in students 65 77 2767 10.22098/jsp.2024.12929.5567 FA Maryam Hasanzadeh Master of Clinical Psychology, Shiraz Branch, Islamic Azad University, Fars, Iran Moslem Abbasi Assistant Professor, Department of Psychology, Salman Farsi University of Kazerun, Fars, Iran Journal Article 2023 05 16 Objective: The aim of the current research is to predict perceived learning based on perceived social support and sense of belonging to school in students. Methods: This research is practical in terms of its purpose and descriptive of the correlational type based on the method of data collection. The statistical population of this research was made up of all female students of the first and second secondary schools in Shiraz. The sample of this research was 375 female students of Shiraz city, who were selected from secondary schools of this city due to the spread of Corona at the time of conducting the research. To collect data, the school belongingness questionnaire by Berry, Betty and Watt, the Perceived Social Support Scale by Zimmet et al. and the Perceived Learning Scale by Richmond et al. were used. The collected data were analyzed using Pearson's correlation coefficient and multiple regression. Results: The results of Pearson's correlation coefficient showed that there is a positive and significant relationship between perceived social support and feeling of belonging to school with perceived learning (P<0.001). The multivariate regression showed that 88% of the variance of the students' perceived learning was explained by the perceived social support variables and the sense of belonging to the school. Conclusion: According to the obtained results, it can be said that perceived social support and feeling of belonging to the school are among the extra-personal and intra-personal factors that affect perceived learning, and special attention should be paid to these structures in the educational system. Objective: The aim of the current research is to predict perceived learning based on perceived social support and sense of belonging to school in students. Methods: This research is practical in terms of its purpose and descriptive of the correlational type based on the method of data collection. The statistical population of this research was made up of all female students of the first and second secondary schools in Shiraz. The sample of this research was 375 female students of Shiraz city, who were selected from secondary schools of this city due to the spread of Corona at the time of conducting the research. To collect data, the school belongingness questionnaire by Berry, Betty and Watt, the Perceived Social Support Scale by Zimmet et al. and the Perceived Learning Scale by Richmond et al. were used. The collected data were analyzed using Pearson's correlation coefficient and multiple regression. Results: The results of Pearson's correlation coefficient showed that there is a positive and significant relationship between perceived social support and feeling of belonging to school with perceived learning (P<0.001). The multivariate regression showed that 88% of the variance of the students' perceived learning was explained by the perceived social support variables and the sense of belonging to the school. Conclusion: According to the obtained results, it can be said that perceived social support and feeling of belonging to the school are among the extra-personal and intra-personal factors that affect perceived learning, and special attention should be paid to these structures in the educational system.

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