Abstract
Belongingness has been related with several positive aspects in the life of an individual, including academic and psychosocial success. The current paper aims to review the theoretical foundations of belongingness and to present the results of the implementation of a 2-months wellbeing-based program targeting the development of belongingness for high school teachers in a private school in Romania. The targeted variables were the social connectedness (as a measure of social belongingness), social assurance, and, as a moderator variable, the number of maladaptive cognitive schemas. The results indicate that the number of cognitive maladaptive schemas did moderate the intervention effect. Also, the efficiency of the wellbeing-training program in the direction of improving the social connectedness (belongingness) was supported by the data.
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