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Fostering school belonging among Portuguese adolescents: psychosocial predictors and guidelines for educational action

2025-12-04Artigo de investigação Acesso aberto
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dc.contributor.authorReis, Marta
dc.contributor.authorNoronha, Catarina
dc.contributor.authorTomé, Gina
dc.contributor.authorCarvalho, Marina
dc.contributor.authorRodrigues, Nuno Neto
dc.contributor.authorMatos, Margarida Gaspar de
dc.date.accessioned2026-01-09T12:21:55Z
dc.date.available2026-01-09T12:21:55Z
dc.date.issued2025-12-04
dc.description.abstractIntroduction: School belonging is a key component of adolescent well-being, associated with academic success, mental health, and social inclusion. This study explores the levels of school belonging among Portuguese students and examines the psychosocial factors associated with this perception. Methods: Data from 3083 students (5th to 12th grade) obtained through the 2024 National Study by the Observatory of Psychological Health and Well-Being were analysed. Socio-emotional skills, well-being indicators, psychological symptoms, and school engagement variables were assessed using validated instruments. Statistical analyses included ANOVA and linear regression. Results: Overall, boys and younger students reported higher levels of school belonging. Sociability, resilience, confidence, school engagement, and and components of Positive Youth Development (PYD)—a strengths-based framework focusing on the internal and external assets that foster healthy youth development—such as competence and connection, were positively associated with school belonging. Conversely, depressive symptoms and experiences of bullying negatively predicted this outcome. Conclusions: This study’s findings highlight the need to reinforce inclusive educational practices, foster positive youth development, and promote protective relational dynamics within the school context.eng
dc.identifier.citationReis, M., Noronha, C., Tomé, G., & Carvalho, M. et al. (2025). Fostering school belonging among Portuguese adolescents: psychosocial predictors and guidelines for educational action. Adolescents, 5(4), Article 78. https://doi.org/10.3390/adolescents5040078
dc.identifier.doi10.3390/adolescents5040078
dc.identifier.eid105025951146
dc.identifier.otherf5b1c8e3-a6b9-4974-8dde-881864515d8f
dc.identifier.urihttp://hdl.handle.net/10400.14/56465
dc.identifier.wos001645957100001
dc.language.isoeng
dc.peerreviewedyes
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectAdolescent well-being
dc.subjectBullying
dc.subjectPortugal
dc.subjectPYD
dc.subjectSchool belonging
dc.subjectSchool engagement
dc.subjectSocio-emotional skills
dc.titleFostering school belonging among Portuguese adolescents: psychosocial predictors and guidelines for educational actioneng
dc.typeresearch article
dspace.entity.typePublication
oaire.citation.issue4
oaire.citation.titleAdolescents
oaire.citation.volume5
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85

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