Exploring the Contributions of School Belonging to Complete Mental Health Screening

Abstract

Considering the many positive outcomes associated with adolescents’ sense of school belonging, including psychological functioning, it is possible that including an assessment of school belonging within a complete mental health screening process could contribute to the prediction of students’ future mental health status. This exploratory study used complete mental health screening data obtained from a central California high school (N = 1,159). At Time 1 (T1) schoolwide screening was used to identify complete mental health groups by applying a dual-factor strategy and concurrently measuring students’ school belonging. One year later at Time 2 (T2), social-emotional wellbeing and internal distress were assessed. Cross-sectional T1 results indicated that there were significant differences in school belonging between students who reported low global life satisfaction and those who reported average or high global life satisfaction, regardless of reported level of psychological distress. A comparison of T1 to T2 data revealed that global life satisfaction and psychological distress were predictive of wellbeing and internal distress. However, contrary to study expectations, school belonging at T1 added little to the prediction of T2 psychological distress beyond the information already provided by the T1 dual-factor screening framework. Implications for practice and future directions are discussed.

Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students

“…It has therefore been demonstrated, in a precise manner, that factors of the teaching process can constitute either protective or risk factors during the period of university learning (Vermunt, 2007). These results indicate a course of action for alleviating the stress factors associated with the teaching-learning context, usually present in university environments (Moffa et al, 2016;Shaw et al, 2017;Mainhard et al, 2018).…”

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

“…These results once again confirm the importance of prior student variables (SR) in students’ academic behavioral confidence, and in their reasons for procrastination and procrastination activities. Hence the importance of understanding individual characteristics ( Park and Adler, 2003 ; Moffa et al, 2016 ; Murayama et al, 2017 ; Pidgeon and Pittner, 2017 ) for preventing academic failure, and for carrying out counseling and educational guidance processes with university students ( Parpala and Lindblom-Ylänne, 2012 ; Bhullar et al, 2014 ; Eckerlein et al, 2020 ).…”

A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism

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