Référence bibliographique 
Vargas-Madriz, Luis Francisco et Konishi, Chiaki. 2021. «The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging ». Canadian Journal of School Psychology, vol. 36, no 4, p. 290-303.
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«The purpose of this study was to examine the role of school belonging as mediator of the relationship between social support from peers, parents, and teachers with academic involvement of high school students from the Greater Montréal Area.» (p. 298)
«Based on the literature, this study hypothesized that: (H1) there will be a significant positive relationship between social support, school belonging, and student academic involvement; (H2) peer and parental support will be positive predictors of, and teacher support will have an additional positive contribution to, student academic involvement; and (H3) school belonging will mediate the relationship between all three sources of social support and academic involvement.» (p. 292)
238 participants took part in this study. Participants «were a sample of secondary students recruited between November 2019 and December 2019 from a suburban English-language high school in the Greater Montréal Area, Québec, Canada. Most participants were in Grade 8 (30%), followed by Grade 9 (26.6%), Grade 11 (24.5%), Grade 10 (18.5%), and non-reported grade (0.4%). Participants predominantly identified themselves as Anglo-European (47.3%), with others reporting as Indigenous (11.5%), Latin American (4.4%), African-Caribbean (2.7%), and different ethnicities (e.g., mixed ethnicities: 34.1%).» (p. 292)
Type de traitement des données :
«Results were consistent with the first hypothesis, and they showed that there were statistically significant positive correlations between all study variables (i.e., perceived social support from peers, parents, and teachers, perceived school belonging, and academic involvement).» (p. 298) In addition, «[r]esults showed that students who perceived greater levels of peer and parental support were more likely to show greater academic involvement.» (p. 298) About the second hypothesis, «results still highlighted important implications for both parents and teachers. For instance, they stressed the importance of stimulating positive parent-school, as well as positive parent-teacher relationships to foment student academic involvement. They also showed an important connection between parental, and potentially including all family members, to the degree of student involvement at school.» (p. 298) About the third hypothesis, «study results suggested that parental support had a direct relationship with academic involvement, whereas peer and teacher support had a relationship with academic involvement that was mediated by school belonging.» (p. 299)