Abstract
Given the literature suggesting the link between school belonging and various outcomes in adolescents, it is substantial to gain a more detailed understanding of the sense of belonging and its effects at school. Despite this literature, its potential impacts on emotional health have remained relatively unexplored. To this end, the present study reports the role of the school belonging in promoting emotional health based on the bidimensional model in high school adolescents. Participants comprised of 413– 49.7% female and 50.3% male– adolescents, ranging in age between 11 and 18 years (M = 13.96, SD = 1.64). Findings from the present study demonstrated that adolescents with high levels of the school belonging have low levels of the emotional distress, yet high levels of the emotional wellbeing. Additionally, significant main effects for emotional wellbeing, emotional distress, and bidimensional emotional health were observed across all school belonging scales. Considering the outcomes of the bidimensional emotional health, the larger effect size for the bidimensional emotional health main effect was found for school belonging, comparing with unidimensional emotional wellbeing and distress. Results of the study provide important implications for research and practice in term of mental health services in school settings.
Highlights
The purpose of the present study is to investigate the association between school belonging and wellbeing, distress, and emotional health status yielded from a bidimensional model among adolescents
Significant main effects for emotional wellbeing, emotional distress, and bidimensional emotional health were observed across all school belonging scales
The purpose of the present study is to investigate the association between school belonging and emotional health status as conceptualized by the bidimensional model of mental health among adolescents in Turkey
Summary
The purpose of the present study is to investigate the association between school belonging and wellbeing, distress, and emotional health status yielded from a bidimensional model among adolescents. The need–to–belong theory (Baumeister & Leary, 1995) that is useful in understanding how the school belonging may associate with wellbeing and distress, arguing that the need to belong is a fundamental human motivation that promotes one’s mental health and wellbeing. To this approach, the need to form and maintain strong and positive interpersonal relationships have a vital role in healthy development and wellbeing. It is substantial to gain a more detailed understanding of the sense of belonging and its effects at school
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