Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants (N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

与其他经合组织成员国相比，加拿大的高中毕业率仍然很低。以前的研究发现，学术参与与毕业的积极轨迹有关，社会支持促进学生参与，学校归属感可以调节这种关系。尽管如此，人们对这种调解的特殊性知之甚少，尤其是在魁北克。因此，本研究考察了归属感作为社会支持和学业参与之间关系的中介作用。参与者 ( N = 238) 是来自大蒙特利尔地区的高中生。所有变量均由学校气候问卷测量。分层多元回归的结果表明父母的支持有直接关系，而同伴和教师的支持在学校归属感与学术参与之间存在中介关系。结果突出了学校归属感在促进与社会支持相关的学术参与方面的关键作用。