Academic Monitoring and Support from Teachers and School Satisfaction: The Sequential Mediation Effect of Hope and Academic Grit

School satisfaction and teacher-student connections have recently drawn more attention. However, it is still unknown what elements influence how students perceive academic monitoring and help from teachers about school pleasure. Therefore, this study aimed to reveal whether hope and academic grit mediate the relationship between secondary school students’ perceived academic monitoring and support from teachers and school satisfaction. The participants of this study were 720 Turkish secondary school students (Mage = 13.6; 48.9% female, 51.1% male). In the study, we used School Satisfaction Scale, Academic Engagement Scale, Children’s Hope Scale, and Academic Girt Scale as data collection tools. We tested the data of the study with the bootstrapping-based sequential mediation model Process Macro. The results show that there are positive relationships between students’ perceived academic monitoring and support from teachers and school satisfaction, hope, and academic grit. In addition, we found that hope and academic grit mediated the relationship between students’ perceived academic monitoring and support from teachers and school satisfaction, respectively. The research results provide new information on how to increase the school satisfaction of middle school students.