Abstract
ABSTRACTThe authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7–10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of covariance examined intergroup differences and structural equation modeling was used to test the mediation model. The results indicated that students in both specialized classes felt more engaged than students in regular classes and that students in science classes experienced higher SWB than did students in art and regular classes. The difference between specialized classes and regular classes in terms of student SWB was fully mediated by student engagement. The results suggest that educators and policymakers should consider enabling students to enroll in specialized classes that may not only increase their engagement but also their SWB.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
