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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Simões, F. & Alarcão, M. (2014). Promoting well-being in school-based mentoring through the satisfaction of basic psychological needs: does it really count? . Journal of Happiness Studies. 15 (2), 407-424
Exportar Referência (IEEE) 
F. A. Simões and M. Alarcão,  "Promoting well-being in school-based mentoring through the satisfaction of basic psychological needs: does it really count? ", in Journal of Happiness Studies, vol. 15, no. 2, pp. 407-424, 2014
Exportar BibTeX 
@article{simões2014_1732206471480,
	author = "Simões, F. and Alarcão, M.",
	title = "Promoting well-being in school-based mentoring through the satisfaction of basic psychological needs: does it really count? ",
	journal = "Journal of Happiness Studies",
	year = "2014",
	volume = "15",
	number = "2",
	doi = "10.1007/s10902-013-9428-9",
	pages = "407-424",
	url = "https://link.springer.com/article/10.1007%2Fs10902-013-9428-9"
}
Exportar RIS 
TY  - JOUR
TI  - Promoting well-being in school-based mentoring through the satisfaction of basic psychological needs: does it really count? 
T2  - Journal of Happiness Studies
VL  - 15
IS  - 2
AU  - Simões, F.
AU  - Alarcão, M.
PY  - 2014
SP  - 407-424
SN  - 1389-4978
DO  - 10.1007/s10902-013-9428-9
UR  - https://link.springer.com/article/10.1007%2Fs10902-013-9428-9
AB  - The main goal of this research was to assess whether satisfying basic psychological
needs (BPN) in a Portuguese school-based mentoring (SBM) program improved
the mentored students’ well-being. One uncommon feature of this program was that the
mentors were also teachers of the mentees. A two-wave experimental study design was
implemented to compare the mentored (n = 157) and non-mentored students (n = 160).
Surveys were completed twice, with a 6-month interval between time points 1 and 2. The
results indicate that SBM that was associated with increased support for BPN was the most
effective condition for promoting academic well-being, particularly in terms of improving
the mentored students’ perceptions of their school environment. However, no significant
differences between the mentored and non-mentored students were detected regarding
personal well-being (e.g., psychological well-being) and social well-being (e.g., peer
support). These findings suggest that the balanced support of BPN was important in this
particular SBM program. This support and enduring mentoring relationships can facilitate
the general improvement of the mentored students’ well-being.
ER  -