examining the correlation between school belonging, academic support, and emotional self-awareness in high school students

Background: school belonging is widely acknowledged as a pivotal factor in academic motivation and achievement of students. it not only influences educational performance but also significantly contributes to the development of their socio-emotional identity. therefore, the present study aimed to examine the correlation between school belonging and academic support and emotional self-awareness among female high school students in tehran, iran.methods: this descriptive-correlational study examined the statistical population of female high school students aged 13 to 15 residing in tehran, iran in 2024. a sample of 361 participants was obtained through multi-stage cluster sampling. the data collection instruments comprised the sense of school belonging questionnaire (ssbq), academic support scale (ass), and self-reflection and insight scale (sris). data were subsequently analyzed using pearson’s correlation coefficient and stepwise regression in spss version 27.results: this study found a significant positive correlation between academic support and students’ sense of school belonging (r=0.34, p<0.001). similarly, emotional self-awareness also demonstrated a significant positive correlation with school belonging (r=0.45, p<0.001).conclusions: the study confirmed significant correlations between academic support, emotional self-awareness, and school belonging; however, other factors are likely to influence belonging, warranting further research. schools should foster academic support and emotional self-awareness to enhance belonging but consider other factors like peer relationships and inclusive environments for a holistic approach.