Understanding School Belonging: Its Role in Enhancing Student Well-Being and Motivation
Keywords:
School Belonging , Motivation , Well-being, Mental Health, Good Health and Well-beingAbstract
Purpose: School belonging, characterized as students' emotional attachment and acceptability within educational environments, is crucial for their subjective well-being and motivation. This idea profoundly impacts life satisfaction, positive and negative affect, and general mental health. Despite growing acknowledgment of its significance, a comprehensive examination of the relationship among school belonging, subjective well-being, and motivation is still few.
Methods and Materials: This analysis synthesizes information from longitudinal studies, surveys, and cross-sectional analyses across multiple educational environments to elucidate the complex interactions among these dimensions.
Findings: The findings demonstrate that a strong sense of belonging markedly improves students' subjective well-being, motivation, life satisfaction, and better mental health. A supportive school atmosphere cultivates a sense of acceptability and worth, hence enhancing students' intrinsic motivation and participation in academic endeavors. Programs designed to augment emotional support and inclusivity significantly enhance subjective well-being and academic achievement. Fostering a robust sense of belonging is essential for enhancing students' educational experiences.
Conclusion: These insights underscore the necessity for educational institutions to establish comprehensive programs that foster a sense of belonging, thereby improving students' subjective well-being and motivation. Addressing these factors is essential for cultivating a supportive educational climate that allows all students to excel intellectually and psychologically.
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References
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Copyright (c) 2025 Saeid Motevalli (Corresponding author); Rogayah Bt A Razak, Richard Peter Bailey, Amalia Bt Madihie, Katayoun Mehdinezhadnouri, Yifei Pan (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
