<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812025000100202</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.106.5798</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação entre autoeficácia docente para apoiar o bem-estar do aluno, autoeficácia para regular as emoções e comportamento pró-social em professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between teacher self-efficacy to support student well-being, self-efficacy to regulate emotions and prosocial behavior in teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Relación entre la autoeficacia docente para apoyar el bienestar estudiantil, la autoeficacia para regular las emociones y la conducta prosocial en docentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima Júnior]]></surname>
<given-names><![CDATA[Elias José de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iaochite]]></surname>
<given-names><![CDATA[Roberto Tadeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (Unesp)  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (Unesp)  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>106</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812025000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Organização Mundial da Saúde e a Base Nacional Comum Curricular defendem a implementação de uma saúde integral no contexto escolar, o que pressupõe o bem-estar socioemocional do aluno. Nessa implementação, a atuação do professor é fundamental. Estudos apontam que entre os determinantes da conduta docente estão as características socioemocionais e a autoeficácia. A presente pesquisa tem como objetivo analisar a relação entre a autoeficácia docente para apoiar o bem-estar do educando, a autoeficácia para regular as emoções e a prática de ações pró-sociais em professores. Para alcançar esse objetivo, foi realizado um estudo quantitativo com alcance descritivo e correlacional, do qual participaram 229 professores da educação básica. Os resultados revelaram, por meio de análise de caminhos, que o modelo que apresenta o melhor ajuste é aquele no qual a autoeficácia para regular as emoções tem um efeito direto na autoeficácia para apoiar o bem-estar do aluno, o que, por sua vez, tem um efeito direto na prática de ações associadas ao bem-estar do estudante, e este, finalmente, tem um efeito direto na realização de condutas pró-sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The World Health Organization and the Brazilian National Common Curricular Base defend the implementation of comprehensive health in the school context, which assumes the socio-emotional well-being of the student. The role of the teacher is fundamental to this implementation. Studies indicate that among the determinants of teaching behavior are their socio-emotional characteristics and self-efficacy. This current study seeks to analyze the relationship between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of prosocial actions with teachers. In order to achieve this objective, a quantitative study of a descriptive and correlational scope was carried out. A total of 229 basic education teachers participated in this study. Results employing path analysis revealed that the model that presents the best fit is the one in which self-efficacy to regulate emotions has a direct effect in the self-efficacy to support student well-being, which, in turn, has a clear outcome on the practice of actions associated with the student's well-being, and this, ultimately, has a true impact on the development of pro-social behaviors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  La Organización Mundial de la Salud y la Base Nacional Curricular Común abogan por la implementación de la salud integral en el contexto escolar, que presupone el bienestar socioemocional del estudiante. En esta implementación, el papel del docente es fundamental. Los estudios muestran que entre los determinantes de la conducta docente se encuentran las características socioemocionales y la autoeficacia. Esta investigación tiene como objetivo analizar la relación entre la autoeficacia docente para apoyar el bienestar estudiantil, la autoeficacia para regular las emociones y la práctica de acciones prosociales en los docentes. Para lograr este objetivo, se realizó un estudio cuantitativo con alcance descriptivo y correlacional, en el que participaron 229 docentes de educación básica. Los resultados revelaron, a través del análisis de rutas, que el modelo que presenta mejor ajuste es aquel en el que la autoeficacia para regular las emociones tiene un efecto directo sobre la autoeficacia para apoyar el bienestar estudiantil, lo cual, a su vez, tiene un efecto directo sobre la práctica de acciones asociadas al bienestar estudiantil, y este, finalmente, tiene un efecto directo sobre el desempeño de conductas prosociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[pró-social]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[well-being]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[prosocial]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[bienestar]]></kwd>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[prosocial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALESSANDRI]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reciprocal relations among self&#8208;efficacy beliefs and prosociality across time]]></article-title>
<source><![CDATA[Journal of Personality]]></source>
<year>2009</year>
<volume>77</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1229-59</page-range><publisher-loc><![CDATA[Roma, Itália ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Social foundations of thought and action: a social cognitive theory]]></source>
<year>1986</year>
<publisher-loc><![CDATA[Englewood Cliffs, New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Prentice-Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy: the exercise of control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[W. H. Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sociocognitive self-regulatory mechanisms governing transgressive behavior]]></article-title>
<source><![CDATA[Journal of Personality and social psychology]]></source>
<year>2001</year>
<volume>80</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>125-35</page-range><publisher-loc><![CDATA[Washington D.C. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Role of affective self&#8208;regulatory efficacy in diverse spheres of psychosocial functioning]]></article-title>
<source><![CDATA[Child Development]]></source>
<year>2003</year>
<volume>74</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>769-82</page-range><publisher-loc><![CDATA[Chicago ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORSA]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[DAMÁSIO]]></surname>
<given-names><![CDATA[B. F.]]></given-names>
</name>
<name>
<surname><![CDATA[BANDEIRA]]></surname>
<given-names><![CDATA[D. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adaptação e validação de instrumentos psicológicos entre culturas: algumas considerações]]></article-title>
<source><![CDATA[Paidéia]]></source>
<year>2012</year>
<volume>22</volume>
<numero>53</numero>
<issue>53</issue>
<page-range>423-32</page-range><publisher-loc><![CDATA[Ribeirão Preto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<collab>BRASIL. Ministério da Educação (MEC)</collab>
<source><![CDATA[Base Nacional Comum Curricular]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[MEC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPRARA]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A new scale for measuring adults' prosocialness]]></article-title>
<source><![CDATA[European Journal of Psychological Assessment]]></source>
<year>2005</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-89</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPRARA]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing regulatory emotional self-efficacy in three countries]]></article-title>
<source><![CDATA[Psychological Assessment]]></source>
<year>2008</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>227</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPRARA]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mastery of negative affect: a hierarchical model of emotional self-efficacy beliefs]]></article-title>
<source><![CDATA[Psychological Assessment]]></source>
<year>2013</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>105</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPRARA]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educare alla prosociliatà: teoria e buone prassi]]></source>
<year>2014</year>
<publisher-loc><![CDATA[San Bonico, Italy ]]></publisher-loc>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPRARA]]></surname>
<given-names><![CDATA[G. V.]]></given-names>
</name>
<name>
<surname><![CDATA[STECA]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness]]></article-title>
<source><![CDATA[European Psychologist]]></source>
<year>2005</year>
<volume>10</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>275-86</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHOI]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Emotional well-being of children and adolescents: recent trends and relevant factors]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Paris, France ]]></publisher-loc>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COALEY]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[An introduction to psychological assessment and psychometrics]]></source>
<year>2014</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DADACZYNSKI]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Health, well-being and education: building a sustainable future: the Moscow statement on Health Promoting Schools]]></article-title>
<source><![CDATA[Health Education]]></source>
<year>2020</year>
<volume>120</volume>
<numero>n. 1</numero>
<issue>n. 1</issue>
<page-range>11-9</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DANCEY]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
<name>
<surname><![CDATA[REIDY]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Estatística sem matemática para a psicologia: usando SPSS para Windows]]></source>
<year>2006</year>
<edition>3</edition>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[EISENBERG]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[MUSSEN]]></surname>
<given-names><![CDATA[P. H]]></given-names>
</name>
</person-group>
<source><![CDATA[The roots of prosocial behavior in children]]></source>
<year>1989</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRANCHIN]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A importância do professor como agente multiplicador de saúde bucal]]></article-title>
<source><![CDATA[Revista da Abeno]]></source>
<year>2006</year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>102-1088</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRENZEL]]></surname>
<given-names><![CDATA[A. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher emotions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PEKRUN]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[LINNENBRINK-GARCIA]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[International handbook of emotions in education]]></source>
<year>2014</year>
<page-range>494-519</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GEORGE-WALKER]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[An investigation of teachers' efficacy for promoting and supporting the social and emotional health and wellbeing of students]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Queensland, Australia ]]></publisher-loc>
<publisher-name><![CDATA[School of Psychology, Griffith University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As Escolas Promotoras de Saúde: uma via para promover a saúde e a educação para a saúde da comunidade escolar]]></article-title>
<source><![CDATA[Educação]]></source>
<year>2009</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>84-91</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IAOCHITE]]></surname>
<given-names><![CDATA[R. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros]]></article-title>
<source><![CDATA[Psicologia Escolar e Educacional]]></source>
<year>2016</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-54</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JENNINGS]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[GREENBERG]]></surname>
<given-names><![CDATA[M. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2009</year>
<volume>79</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>491-525</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JENNINGS]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacts of the CARE for teachers program on teachers&#8217; social and emotional competence and classroom interactions]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2017</year>
<volume>109</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1010-28</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JORM]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mental health first aid training for high school teachers: a cluster randomized trial]]></article-title>
<source><![CDATA[Bristol Medical School Psychiatry]]></source>
<year>2010</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>919-35</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KIDGER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Part and parcel of teaching? Secondary school staff&#8217;s views on supporting student emotional health and well&#8208;being]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year>2009</year>
<volume>36</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>919-35</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUTASH]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[DUCHNOWSKI]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[LYNN]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[School-based mental health: an empirical guide for decision-makers]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Tampa, Flórida ]]></publisher-loc>
<publisher-name><![CDATA[University of South Florida]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NORONHA]]></surname>
<given-names><![CDATA[A. P. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Validation studies of the Regulatory Emotional Self-Efficacy Scale in Brazil]]></article-title>
<source><![CDATA[Ciências Psicológicas]]></source>
<year>2022</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[Montevideo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA-MONTEIRO]]></surname>
<given-names><![CDATA[N. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problemas externalizantes e pró-socialidade em adultos]]></article-title>
<source><![CDATA[Aletheia]]></source>
<year>2015</year>
<numero>47-48</numero>
<issue>47-48</issue>
<page-range>155-68</page-range><publisher-loc><![CDATA[Canoas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PATEL]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mental health of young people: a global public-health challenge]]></article-title>
<source><![CDATA[The Lancet]]></source>
<year>2007</year>
<volume>369</volume>
<numero>9569</numero>
<issue>9569</issue>
<page-range>1302-13</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[K. F.]]></given-names>
</name>
<name>
<surname><![CDATA[BÓGUS]]></surname>
<given-names><![CDATA[C. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A percepção de educadores sobre a escola promotora de saúde: um estudo de caso]]></article-title>
<source><![CDATA[Revista Brasileira de Crescimento e Desenvolvimento Humano]]></source>
<year>2007</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>123-33</page-range><publisher-loc><![CDATA[Santo André ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAWYER]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
<name>
<surname><![CDATA[MILLER-LEWIS]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[CLARK]]></surname>
<given-names><![CDATA[J. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The mental health of 13-17 year-olds in Australia: findings from the national survey of mental health and well-being]]></article-title>
<source><![CDATA[Journal of Youth and Adolescence]]></source>
<year>2007</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>185-94</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN-MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[HOY]]></surname>
<given-names><![CDATA[A. W.]]></given-names>
</name>
<name>
<surname><![CDATA[HOY]]></surname>
<given-names><![CDATA[W. K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher efficacy: its meaning and measure]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1998</year>
<volume>68</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>202-48</page-range><publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="">
<collab>UNITED NATIONS (UN)</collab>
<source><![CDATA[Transforming our world: the 2030 agenda for sustainable development]]></source>
<year>2015</year>
<publisher-loc><![CDATA[S.l. ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIEIRA]]></surname>
<given-names><![CDATA[A. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Saúde mental na Escola]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ESTANISLAU]]></surname>
<given-names><![CDATA[G. M.]]></given-names>
</name>
<name>
<surname><![CDATA[BRESSAN]]></surname>
<given-names><![CDATA[R. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Saúde mental na escola: o que os educadores precisam saber]]></source>
<year>2014</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<collab>WORLD HEALTH ORGANIZATION (WHO)</collab>
<source><![CDATA[Improving health through schools: national and international strategies]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Geneva ]]></publisher-loc>
<publisher-name><![CDATA[WHO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="">
<collab>WORLD HEALTH ORGANIZATION (WHO)</collab>
<source><![CDATA[The world health report: 2001: mental health: new understanding, new hope 2001]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Geneva, Switzerland ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
