Family Communication and Subjective Academic Well-being Among Secondary School Students: The Mediating Roles of School Belonging and Meaningful Experiences

Yildirim M., Batmaz H., Kurtulus E., Yildirim-Kurtulus H.

JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS, vol.35, no.4, pp.419-438, 2025 (SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 35 Issue: 4
  • Publication Date: 2025
  • Doi Number: 10.1177/20556365251386650
  • Journal Name: JOURNAL OF PSYCHOLOGISTS AND COUNSELLORS IN SCHOOLS
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Education Abstracts, ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.419-438
  • Yıldız Technical University Affiliated: Yes

Abstract

Family communication has significantly impacted children's well-being and potentially affects their academic outcomes. This study examined the mediating role of school belonging and meaningful school experiences in the relationships between family communication and subjective well-being in students. The study utilised an online survey with a cross-sectional research design involving 427 (Mage = 12.00; SD = 0.85) full-time secondary school students (55.3% girls) in Turkey. Findings revealed that family communication had a direct positive effect on school belonging and meaningful school experiences. School belonging and meaningful school experiences had direct positive effects on students' subjective well-being. Furthermore, the results showed that school belonging and meaningful school experiences mediated the relationship between family communication and students' subjective well-being. This suggests the need for interventions that promote school belonging and meaningful school experiences to support students' well-being and academic success throughout their educational lives.