The Role of School Culture in Predicting Academic Self-Regulation and Academic Boredom of Students

The aim of the present study was to determine the role of school culture in predicting academic self-regulation and academic boredom of students. The descriptive research method was correlation type. The statistical population of this research includes all secondary school girls of Mianshahr city in the academic year of ۲۰۲۳-۲۰۲۴, in the number of ۱۴۰ people, who were selected based on the Kargesi Morgan table, with a sample size of ۱۰۳ people by stratified random sampling method. The research tools were school culture questionnaire (Gholami, ۲۰۱۲), academic self-regulation questionnaire (Savari and Arabzadeh, ۲۰۱۲) and academic boredom questionnaire (Pekran et al., ۲۰۰۲). The content validity and reliability of the questionnaires were estimated using Cronbach's alpha coefficient for school culture questionnaire ۰.۹۱, questionnaire ۰.۸۲ and academic boredom ۰.۸۹. The obtained data were statistically evaluated using Pearson's correlation coefficient and multiple regression. The results showed that there was a positive and significant relationship between school culture and its components with students' academic self-regulation (P<۰.۰۱). Also, there was a negative and significant relationship between school culture and its components and students' academic boredom (P<۰.۰۱). School culture and its components were able to positively and significantly predict students' academic self-regulation and negatively and significantly predict students' academic boredom (P<۰.۰۱). Among the components of school culture, the component of relationships between students and teachers played the most important role in students' academic self-regulation, and the component of educational opportunities played the most important role in students' academic boredom (P<۰.۰۱).

Keywords:

Academic Self-regulation , School Culture , Academic Boredom