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Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study
Jesus Alfonso D Datu1, Ronnel B King2
1Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong SAR China; Integrated Centre for Well-Being (I-WELL), The Education University of Hong Kong, Hong Kong SAR China.
Abstract:
Previous studies have shown that subjective well-being promotes a wide range of adaptive psychological outcomes. However, the role of subjective well-being in the school context, as a potential facilitator of key academic outcomes, remains underexplored. The primary objective of this study was to examine the extent to which the different dimensions of subjective well-being-life satisfaction, positive affect, and (low levels of) negative affect-were associated with academic engagement through a two-wave longitudinal study. Three hundred and eighty-nine Filipino high school students participated in this research project. Cross-lagged analysis revealed that Time 1 life satisfaction positively predicted Time 2 academic engagement, and that Time 1 negative affect negatively predicted Time 2 academic engagement, even after controlling for autoregressor effects. We also found evidence of reciprocal effects with prior academic engagement predicting subsequent well-being. The theoretical and practical implications are discussed.
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