Cognitive and social sources of adolescent well-being: Mediating role of school belonging

Abstract

The aim of the study was to explore direct and indirect pathways from cognitive factors (academic and social self-perception) to adolescent well-being through school belonging. The direct and indirect effects of cognitive factors were investigated on both concurrent and prospective well-being indicators. The first data collection was held in the beginning of the school year, the study sample consisted of 139 freshmen of three high schools in Nitra (53 boys, 86 girls, Mage = 15.63, SD = 1.15). The second data collection was held six months later from 109 respondents (40 boys, 69 girls, Mage = 15.16). Self-report questionnaires were utilized. Results showed that school belonging mediated the association between social and academic competence and students’ concurrent optimism, connectedness and happiness. School belonging also mediated the relationship of social competence to prospective optimism, connectedness and happiness. Findings suggest that a developed sense of connection to school in the transition period may promote overall well-being in adolescents.