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The latest trends in research extend the focus of school effectiveness beyond students' acquisition of knowledge and skills, looking at aspects such as well-being in the academic context. Although the concept of well-being itself has been defined and measured in various ways, neither its dimensions nor the relationships between the components have been clearly described. The aim of the present study was to analyse how the elements of well-being interact and determine how they are influenced bydoi:10.3390/ijerph17114014 pmid:32516891 fatcat:ljxuf7ik4fet5bmxmdgtug5qca