The impact of emotional experiences on school engagement among lower secondary school students in Quang Ngai Province

Abstract

This study surveyed 759 lower secondary school students in Quang Ngai province to examine the impact of emotional experiences on school belonging. Analyses included descriptive statistics, Pearson correlations, and multiple linear regression. Results indicated that school belonging was positively correlated with positive emotional experiences and negatively correlated with negative emotional experiences. The regression model explained 16.0% of the variance in school belonging. Positive emotions predicted increased school belonging, whereas negative emotions predicted decreased school belonging. These findings suggest that fostering positive emotional experiences while reducing negative emotions may serve as a feasible lever to enhance school belonging among lower secondary school students.