Subjective well-being, academic engagement, and academic performance in university students from southern Sonora: a correlational, predictive, and observed-variable structural equation analysis.

Abstract

The study analyzed the relationship between well-being, academic engagement, and academic performance among university students in southern Sonora. From 219 initial responses, 180 valid questionnaires were retained after applying an attention-check item. A quantitative, cross-sectional, correlational-predictive design with observed-variable structural equation modeling was used. Results showed high internal consistency, a positive relationship between well-being and engagement, and a significant association between engagement and academic average. The contextual model showed adequate fit and confirmed a significant indirect effect of well-being on academic performance through engagement. It is concluded that academic engagement represents a relevant pathway linking well-being and academic achievement.