On the relationship between student well-being, school engagement, and academic achievement

This dissertation explores the relationship between student well-being, school engagement, and academic achievement. The author provides three theses: (1) Student well-being and school engagement are related, but distinct constructs; (2) Student well-being and school engagement are related to academic achievement; (3) Student well-being and school engagement can be fostered. The theses are addressed based on theoretical frameworks, prior empirical evidence, as well as on three studies conducted by the author. Study 1 investigates the mediating role of school engagement in the relationship between student well-being and academic achievement. Study 2 explores the reciprocal relationships between the three constructs over time. Study 3 reports on differential effects of an intervention aimed at fostering student well-being using a person-centered approach. The presented evidence supports the theses put forward. The results imply that students with a higher well-being are also more likely to be more engaged and successful in school. Since both student well-being and school engagement can be fostered, schools may support students in exploiting their full potential by providing an environment that emphasizes their well-being.

2025

dissertation

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