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dc.contributor.authorUrke, Helga Bjørnøy
dc.contributor.authorKristensen, Sara Madeleine
dc.contributor.authorBøe, Tormod
dc.contributor.authorGaspar de Matos, Margarida
dc.contributor.authorWiium, Nora
dc.contributor.authorÅrdal, Elisabeth
dc.contributor.authorLarsen, Torill Marie Bogsnes
dc.identifier.citationApplied Developmental Science. 2023en_US
dc.descriptionThis is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.en_US
dc.description.abstractWe investigated the between- and within-person longitudinal relationship between perceptions of a caring school climate and mental well-being, and the role of socioeconomic position (SEP) for these constructs among high school students in Norway (N = 1508; 60.7% girls). Using a random intercept cross-lagged panel model, we found positive concurrent associations between perceptions of a caring school climate and mental well-being at both between and within levels, and positive cross-lagged effects at the within-person level from mental well-being to later perceptions of a caring school climate across all time points. SEP was positively associated with mental well-being at time one, and at all time points with perceptions of a caring school climate. The findings suggest that mental well-being is a significant contributor to how Norwegian adolescents subsequently perceive their school context, and underscore the importance of school staff being particularly attentive toward students who struggle with mental health, as well as those with lower SEP.en_US
dc.publisherTaylor & Francisen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectcaring school climateen_US
dc.subjectmental well-beingen_US
dc.titlePerceptions of a caring school climate and mental well-being: a one-way street? Results from a random intercept cross-lagged panel modelen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2023 The Author(s). Published with license by Taylor & Francis Group, LLCen_US
dc.source.journalApplied Developmental Scienceen_US
dc.relation.projectNorges forskningsråd: 302225en_US
dc.relation.projectKunnskapsdepartementet: 20161789en_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal