<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elnur Rustamov</style></author><author><style face="normal" font="default" size="100%">Matanat Aliyeva</style></author><author><style face="normal" font="default" size="100%">Narinj Rustamova</style></author><author><style face="normal" font="default" size="100%">Zalova-Nuriyeva, U.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">mental wellbeing</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological distress</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444201.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">517-530</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elnur Rustamov</style></author><author><style face="normal" font="default" size="100%">Zalova-Nuriyeva, U.</style></author><author><style face="normal" font="default" size="100%">Malak Allahverdiyeva</style></author><author><style face="normal" font="default" size="100%">Tahmasib Abbasov</style></author><author><style face="normal" font="default" size="100%">Narinj Rustamova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AZERBAIJANI ADAPTATION OF THE PERCEIVED SCHOOL EXPERIENCE SCALE: EXAMINING ITS IMPACT ON PSYCHOLOGICAL DISTRESS AND SCHOOL SATISFACTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">psychological distress</style></keyword><keyword><style  face="normal" font="default" size="100%">scale adaptation</style></keyword><keyword><style  face="normal" font="default" size="100%">school experience</style></keyword><keyword><style  face="normal" font="default" size="100%">school satisfaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1702996377.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School experience holds significant importance in the realm of educational environments in the 21st century. Thus, the aim of this study was to adapt the Perceived School Experience Scale for application among Azerbaijani adolescents and examine the interconnections between school experience, psychological distress, and school satisfaction. Data were collected from 1095 Azerbaijani adolescents (635 female and 456 male). Throughout the adaptation process, confirmatory factor analysis, assessments of criterion-related validity, and reliability were conducted. Additionally, the associations between school experience, psychological distress, and school satisfaction were explored through mediational analysis. The results from the confirmatory factor analysis demonstrated that the questionnaire encompassed 14 items, featured three school-related protective factors, and displayed an acceptable fit. The scale has been found to have satisfactory reliability coefficients for both its factors and the overall score.  Furthermore, the findings established that school experience exhibited positive correlations with school satisfaction while demonstrating negative associations with psychological distress. Finally, the results unveiled that psychological distress played a mediating role in influencing school satisfaction through the pathways of school experience. These findings collectively suggest that the Azerbaijani version of the Perceived School Experience Scale boasts commendable psychometric properties. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">869-880</style></section></record></records></xml>