Abstract
The objective of this study was to evaluate the association between school engagement, well-being, hope, and social competence. Participants consisted of 322 secondary school students in Turkey [172 females (53.4%) and 150 males (46.6%)]. The participants’ ages ranged from 11 to 15. Data were collected via School Engagement Scale, Mental Health Continuum-Short Form, Children’s Hope Scale, and Perceived Social Competence Scale. The relations between variables were examined by structural equation modelling and bootstrapping procedure. The structural equation modelling indicated that hope and social competence fully mediate the association between school engagement and well-being. The results of the bootstrapping analysis confirmed the significance of indirect effects. The result of the study has provided an understanding of the psychosocial factors that may contribute to school engagement and well-being. It is considered that the results of this study will contribute to the literature on positive psychology and educational psychology. Result, implications and limitations were discussed.
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