<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000300356</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.7114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BEM-ESTAR, DESENVOLVIMENTO E ATIVIDADES ORGANIZADAS: UM ESTUDO COM ALUNOS ADOLESCENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[WELL-BEING, DEVELOPMENT AND ORGANIZED ACTIVITIES: A STUDY WITH ADOLESCENTS STUDENTS]]></article-title>
<article-title xml:lang="es"><![CDATA[BIENESTAR, DESARROLLO Y ACTIVIDADES ORGANIZADAS: UN ESTUDIO CON ALUMNOS ADOLESCENTES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Nuno Archer de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veiga]]></surname>
<given-names><![CDATA[Feliciano Henriques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro Arrupe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Educação da Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>356</fpage>
<lpage>373</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300356&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300356&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Enquadramento: No estudo do Bem-estar psicológico e dos Recursos de desenvolvimento, destaca-se a participação dos adolescentes em atividades organizadas. Objetivo: Aprofundar a relação do Bem-estar psicológico e dos Recursos de desenvolvimento com a participação em atividades extracurriculares e de solidariedade. Metodologia: O estudo incluiu 201 alunos do 6º, 9º e 11º ano de uma escola particular portuguesa e usou a Escala de Bem-Estar Psicológico para Adolescentes, o Developmental Assets Profile e três questões sobre a participação nas atividades. Resultados: Encontrou-se um número elevado de alunos que participam em atividades dos dois tipos. A participação diminui ao longo da adolescência. As correlações com o Bem-estar psicológico e os Recursos de desenvolvimento reforçam o potencial da participação nos dois tipos de atividade para o bem-estar e o desenvolvimento dos adolescentes. As diferentes correlações sugerem uma maior ligação da participação em atividades extracurriculares com a auto-estima, e entre a participação em atividades de solidariedade com a autorrealização, o crescimento pessoal e a resiliência. Conclusões: Valorização das oportunidades de participação em atividades dos dois tipos nos contextos educativos, com destaque para a escola. São apresentadas sugestões para estudos futuros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Context: The study of Psychological well-being and Developmental assets highlights adolescent participation in organized activities. Goal: To deepen the relation of Psychological well-being and Developmental assets with the participation in extracurricular and solidarity activities. Method: The study included 201 students from the 6th, 9th and 11th grades from a Portuguese private school and used the Psychological Well-being Scale for adolescents, the Developmental Assets Profile, and three questions about activity participation. Results: It was found that a high number of the students participate in both type of activities. This participation diminishes over the years. The correlations with Psychological well-being and Developmental assets strengthen the potential of the participation in both types of activities for adolescent well-being and development. Differences in correlations suggest a stronger connection between the participation in extracurricular activities and self-esteem, and between the participation in solidarity activities and self-realization, personal growth, and resilience. Conclusions: Valorisation of the opportunities for participation in the two types of activities in educational contexts, with emphasis to school settings. Suggestions for future studies are presented.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Antecedentes: En el estudio del Bienestar psicológico y de los Recursos de desarrollo se destaca la participación de lo adolescente en actividades organizadas. Objetivo: Profundizar la relación del Bienestar psicológico y de los Recursos de desarrollo con la participación en actividades extracurriculares y de solidaridad. Metodología: La muestra incluye 201 estudiantes de 6º, 9º y 11º grado de una escuela particular. Se utiliza el Cuestionario de Bienestar Psicológico para evaluar el bienestar psicológico, el Developmental Assets Profile para evaluar los recursos de desarrollo y tres cuestiones para evaluar la participación en actividades. Resultados: Un número elevado de estudiantes participan en actividades de los dos tipos. La participación disminuí a lo largo de la adolescencia. Las correlaciones con el Bienestar psicológico y los Recursos de desarrollo refuerzan el potencial de la participación en los dos tipos de actividades en el bienestar y desarrollo adolescente. Diferencias en las correlaciones sugieren una mayor conexión entre la participación en actividades extracurriculares y la autoestima, y entre la participación en actividades de solidaridad y la autorrealización, lo crecimiento personal y la resiliencia. Conclusiones: Valorización de las oportunidades de participación en los dos tipos de actividades en los contextos educacionales, con destaque para la escuela. Sugerencias para nuevos estudios son presentadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Adolescência]]></kwd>
<kwd lng="pt"><![CDATA[Atividades extracurriculares]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar psicológico]]></kwd>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="en"><![CDATA[Extracurricular activities]]></kwd>
<kwd lng="en"><![CDATA[Psychological well-being]]></kwd>
<kwd lng="es"><![CDATA[Adolescencia]]></kwd>
<kwd lng="es"><![CDATA[Actividades extracurriculares]]></kwd>
<kwd lng="es"><![CDATA[Bienestar psicológico]]></kwd>
</kwd-group>
</article-meta>
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