: A longitudinal investigation of student well-being (Journal Article) Klik, Kathleen A. creator Cárdenas, Diana | Reynolds, Katherine J. text UK : John Wiley and Sons Ltd , September 2023 monographic eng

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806-824p. Abstract: Background Schools are increasingly recognized as key facilitators of child and youth well-being. Much attention has been directed to the school social environment and the areas of school climate or school connectedness/identification. Drawing on the social identity approach and related work, it has been argued that school social identification may be the mechanism or process through which school climate comes to impact individual student functioning (Applied Psychology, 28, 2009, 171). Much of the previous research on social identity and well-being, though, is limited because it is cross-sectional. Aims, Sample & Methods This current study aims to advance understanding of the relationships between school climate, school identification and positive and negative well-being. It adopts a three-wave longitudinal sample of Australian students (N = 6537 wave 3, grades 7–10) and incorporates a range of control variables. Multilevel modelling (MLM) is used to test relationships of interest. ***______{For Hard Copy, Please visit Library.}________*** anxiety| depression| mental health| positive effect| school belonging| school climate| school connectedness| social identity| well being 0007-0998 https://doi.org/10.1111/bjep.12597 https://doi.org/10.1111/bjep.12597 240112 20240115105624.0