**Acknowledgements**

obtained in this regard here. Empirical evidence exists of the role played by resilience as a predictor variable which has a positive effect on the cognitive component of subjective well-being [36]. Similarly, it has been suggested that resilience catalyzes or triggers a cascade of positive emotions in situations of stress [38], and it is therefore likely that there is also a dependent

Consequently, the results of this present study demonstrate that, as we expected, resilience has a direct, positive influence on subjective well-being, measured through satisfaction with life and emotional experience. It is important to highlight the fact that, as found in other studies also [73], resilience has a strong predictive power for positive affect, followed by satisfaction with life and, finally, negative affect. Consistently with that reported by previous studies, we can therefore confirm the idea that people's perceptions of their own capacity to overcome adversity are one of the key aspects which determine their feeling of personal well-being [33]. Thus, it can be concluded that a stronger perception of one's ability to cope with challenges and risks leads to a more positive assessment of one's life so far and prompts more positive and fewer negative emotions. As such, resilience influences personal

The relationship between resilience and school engagement has been analyzed by only a few studies, all of which coincide in identifying a positive relationship between the two variables [54]. At the same time, other studies confirm the close links between resilience and other educational variables which, like school engagement, are indicators of school adjustment [52]. However, no studies exist which focus on the influence of resilience on school engagement from the three-dimensional perspective adopted here. In this sense, the relationships analyzed in the regression model and the results obtained therefore make a novel contribution to this particular field of study. The results reported here show that the indirect predictive power of resilience for school engagement is significant, with high levels of resilience prompting individuals to become more engaged in school activities, probably because they see themselves as being more capable of coping with the adverse situations that may arise in the school context, thanks to their higher level of resilience [65] and their greater degree of subjective well-being. When adolescent students feel more able to cope with adversity, they feel happier and more satisfied with life, and both of these facets prompt them to engage more in school activities (behavioral engagement), identify more with the school (emotional engagement) and invest

Another finding worth highlighting is the direct influence of psychological well-being on school engagement. This finding partly confirms that reported in previous studies, such as the one by Heffner and Antaramian [62], in which the authors argue that components of subjective psychological well-being (satisfaction with life and affective states) predict adaptive functioning at school, represented by the school engagement and school performance indexes. While the structural model tested in this study highlights the direct influence of subjective well-being, it only does so in relation to school engagement, not perceived academic performance, which it influences indirectly through school engagement. In other words, students with higher levels of psychological well-being also feel more engaged at school and consequently have a better perception of their academic performance as a result

relationship between resilience and the affective component of subjective well-being.

adaptation during adolescence.

170 Health and Academic Achievement

of this engagement.

more in the learning process (cognitive engagement).

The present study was carried out within the Consolidated Research Group IT934-16 of the Basque University System and within the research projects EHUA 15/15 and PPG1761 of the University of the Basque Country and EDU2017-83949P from MINECO of Spain.
