Linking Affective Support and School Climate to Engagement: A Mediation Model of Sense of Belonging in Iranian EFL Settings

Articles in Press

Document Type : Original Article

Authors

1 Islamic Azad university, Zahedan Branch

2 Shiraz University

3 Islamic Azad university, Abhar Branch

Abstract

This study explores the predictive roles of perceived teacher affective support and perceived school climate on student engagement among Iranian English as a Foreign Language (EFL) university students. Emphasizing the mediating effect of students' sense of belonging, the research involved 361 EFL participants recruited from public universities and private language institutes across major urban centers in Iran (e.g., Tehran, Isfahan, Shiraz, and Tabriz) who completed established measurement tools for the latent constructs. The findings reveal significant and direct positive impacts of both perceived teacher affective support and perceived school climate on student engagement. Notably, the study unveils sense of belonging as a pivotal mediator within these relationships. Mediation analysis underscores that the positive influences of teacher affective support and school climate on student engagement are amplified through the mediating role of sense of belonging within the school community. This research offers profound insights into the determinants of student engagement within Iran’s EFL higher education context.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 29 September 2026

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History

  • Receive Date: 09 April 2026
  • Revise Date: 28 July 2026
  • Accept Date: 29 September 2026

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