Publicação
Fostering school belonging among Portuguese adolescents : psychosocial predictors and guidelines for educational action
| datacite.subject.fos | Ciências Sociais::Psicologia | |
| datacite.subject.sdg | 04:Educação de Qualidade | |
| dc.contributor.author | Reis, Marta | |
| dc.contributor.author | Noronha, Catarina | |
| dc.contributor.author | Tomé, Gina | |
| dc.contributor.author | Carvalho, Marina | |
| dc.contributor.author | Rodrigues, Nuno Neto | |
| dc.contributor.author | Matos, Margarida Gaspar de | |
| dc.date.accessioned | 2026-05-08T11:37:17Z | |
| dc.date.available | 2026-05-08T11:37:17Z | |
| dc.date.issued | 2025-12 | |
| dc.description.abstract | Introduction: 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.citation | Reis M, Noronha C, Tomé G, Carvalho M, Rodrigues NN, Matos MGd. Fostering School Belonging Among Portuguese Adolescents: Psychosocial Predictors and Guidelines for Educational Action. Adolescents. 2025; 5(4):78. https://doi.org/10.3390/adolescents5040078 | |
| dc.identifier.doi | 10.3390/adolescents5040078 | |
| dc.identifier.issn | 2673-7051 | |
| dc.identifier.uri | http://hdl.handle.net/10400.26/63039 | |
| dc.language.iso | eng | |
| dc.peerreviewed | yes | |
| dc.publisher | MDPI | |
| dc.relation.hasversion | https://doi.org/10.3390/adolescents5040078 | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | schol belonging | |
| dc.subject | socio-emotional skills | |
| dc.subject | adolescent well-being | |
| dc.subject | school engagement | |
| dc.subject | bullying | |
| dc.subject | PYD | |
| dc.subject | Portugal | |
| dc.title | Fostering school belonging among Portuguese adolescents : psychosocial predictors and guidelines for educational action | eng |
| dc.type | contribution to journal | |
| dspace.entity.type | Publication | |
| oaire.citation.issue | 4 | |
| oaire.citation.startPage | 78 | |
| oaire.citation.title | Adolescents | |
| oaire.citation.volume | 5 | |
| oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 |