The power of connection: exploring self-efficacy and growth mindset as pathways from school connectedness to well-being

School connectedness is a key protective factor to reduce risk of negative outcomes during adolescence. However, relatively few studies have investigated the role of school connectedness in promoting positive psychological outcomes during this period. Using the 2018 Programme for International Student Assessment (PISA) data, this study aimed to examine the relation between school connectedness and well-being, and to explore self-efficacy and growth mindset as potential mechanisms behind this relation, among a large and racially/ethnically diverse group of adolescents (N = 4,838; ages 15.33–16.33, M = 15.84, SD = 0.29; 49.11% girls, 50.89% boys) in the USA. The findings showed that the two elements of school connectedness positively predicted both hedonic (ie life satisfaction, positive and negative feelings) and eudaimonic (ie sense of meaning in life) well-being, with stronger effects for school belonging than teacher support. Additionally, self-efficacy, but not growth mindset of intelligence, functioned as an important pathway to promote well-being. These results underscore the importance of fostering school belonging and self-efficacy in promoting positive development among adolescents.