**3. Results**

#### **3.1. Measurement model**

The measurement model included four latent variables (*resilience, subjective well-being*, *school engagement* and *perceived academic performance*) whose indicators, in the case of resilience and perceived academic performance, were the items on the questionnaire administered. As for the variables *subjective well-being* (satisfaction with life, positive affect and negative affect) and *school engagement* (cognitive engagement, behavioral engagement and emotional engagement), the indicators were the parcels of the different scales. The analysis of the measurement model (see **Table 1**) revealed an acceptable fit: *χ<sup>2</sup>* (129) = 491.471, *p* < 0.001; CFI = 0.921; TLI = 0.906; SRMR = 0.050; RMSEA = 0.054 (90% CI = 0.049–0.060). All factor loadings of the latent variable indicators were significant (*p* < 0.01), which implies that all latent factors are represented by their corresponding indicators.

**3.3. Direct and indirect effects between the study variables**

**Figure 2.** Standardized solution of the complete mediation model.

*academic performance* and *resilience* (*β* = 0.355, *p* > 0.01).

*performance* (*β* = 0.697, *p* > 0.01).

**4. Discussion of the results**

When the regression coefficients of the proposed model were analyzed separately, it was found that all the direct pathways proposed were significant at a level of *p* < 0.01, with the exception of the *subjective well-being-perceived academic performance* pair (*β* = 0.080, *p* > 0.0). Specifically, *resilience* was found to have a predictive power of 65% for *subjective well-being*. As regards the indicators of school adjustment, *subjective well-being* was found to directly determine *school engagement* (*β* = 0.510, *p* > 0.01), which in turn predicted *perceived academic* 

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As regards the indirect effects on both indicators of school adjustment (*school engagement* and *perceived academic performance*), for which the proportion of variance explained was 26% for *school engagement* and 55% for *perceived academic performance*, the results indicate that *resilience* has an indirect effect on *school engagement*, mediated by the level of *subjective well-being*. Furthermore, if *perceived academic performance* is added to this last pathway, then *subjective well-being* and *school engagement* act simultaneously as mediator variables between *perceived* 

As we had hypothesized, during compulsory secondary education, resilience predicts subjective well-being directly and school engagement and perceived academic performance indirectly. It is therefore clear that perceiving oneself as being able to cope successfully with adverse situations has a significant impact on young people's personal and school-related adaptation. Thus, the results of this study confirm that postulated by prior research [16]. The idea that subjective well-being is present in people who are capable of successfully coping with the challenges and problems of life are a reasonable one. However, it was necessary to demonstrate this idea

The findings reported by studies focusing on the satisfaction with life construct support both the formulation of the hypothesis regarding its dependence on resilience and the results

among the adolescent population and indeed, the results obtained here do just that.

#### **3.2. Theoretical model analysis**

Once the measurement model had been analyzed, the global fit of the proposed theoretical model (**Figure 1**) was estimated. This model proposes that *resilience* is positively related to *subjective well-being* which, in turn, has predictive power for *school engagement* and *perceived academic performance*, thus playing a mediator role between resilience and the two indicators of school adjustment.

The complete mediation model (**Figure 2**) postulates that resilience is positively related to subjective well-being, which has predictive power for both indicators of school adjustment, thus playing a mediator role between resilience and school engagement and perceived academic performance. An initial analysis of the resulting parameters revealed that the model fit the empirical data in an acceptable manner, (*χ<sup>2</sup>* (131) = 665.196, *p* < 0.001; GFI = 0.928; CFI = 0.883; TLI = 0.864; SRMR = 0.057; RMSEA = 0.066; RMSEA confidence interval 90% = 0.049–0.060).


**Table 1.** Goodness of fit parameters for the complete mediation model (M<sup>1</sup> ). The Role of Resilience and Psychological Well-Being in School Engagement and Perceived… http://dx.doi.org/10.5772/intechopen.73580 169

**Figure 2.** Standardized solution of the complete mediation model.

calculated using the SPSS 22 program. To test the structural regression model we used the structural equation modeling (SEM) technique, provided by the AMOS 24 program. In the first step, the measurement model is analyzed to check that each of the latent variables is represented by its indicators. In the second step, the analyses for testing the structural model

The measurement model included four latent variables (*resilience, subjective well-being*, *school engagement* and *perceived academic performance*) whose indicators, in the case of resilience and perceived academic performance, were the items on the questionnaire administered. As for the variables *subjective well-being* (satisfaction with life, positive affect and negative affect) and *school engagement* (cognitive engagement, behavioral engagement and emotional engagement), the indicators were the parcels of the different scales. The analysis of the measure-

TLI = 0.906; SRMR = 0.050; RMSEA = 0.054 (90% CI = 0.049–0.060). All factor loadings of the latent variable indicators were significant (*p* < 0.01), which implies that all latent factors are

Once the measurement model had been analyzed, the global fit of the proposed theoretical model (**Figure 1**) was estimated. This model proposes that *resilience* is positively related to *subjective well-being* which, in turn, has predictive power for *school engagement* and *perceived academic performance*, thus playing a mediator role between resilience and the two indicators

The complete mediation model (**Figure 2**) postulates that resilience is positively related to subjective well-being, which has predictive power for both indicators of school adjustment, thus playing a mediator role between resilience and school engagement and perceived academic performance. An initial analysis of the resulting parameters revealed

GFI = 0.928; CFI = 0.883; TLI = 0.864; SRMR = 0.057; RMSEA = 0.066; RMSEA confidence

**(df) CFI TLI SRMR RMSEA(CI) ECVI(CI)**

).

M<sup>1</sup> 665.196 (131) 0.883 0.864 0.057 0.066(0.049–0.060) 0.608(0.540–0.683)

that the model fit the empirical data in an acceptable manner, (*χ<sup>2</sup>*

Note: CFI and TLI > 0.90 (acceptable fit); RMSEA and SRMR 0.05 ≥ 0.08 (acceptable fit).

**Table 1.** Goodness of fit parameters for the complete mediation model (M<sup>1</sup>

(129) = 491.471, *p* < 0.001; CFI = 0.921;

(131) = 665.196, *p* < 0.001;

are carried out using the maximum likelihood (ML) procedure.

ment model (see **Table 1**) revealed an acceptable fit: *χ<sup>2</sup>*

represented by their corresponding indicators.

**3.2. Theoretical model analysis**

of school adjustment.

interval 90% = 0.049–0.060).

**Model** *χ<sup>2</sup>*

**3. Results**

**3.1. Measurement model**

168 Health and Academic Achievement

#### **3.3. Direct and indirect effects between the study variables**

When the regression coefficients of the proposed model were analyzed separately, it was found that all the direct pathways proposed were significant at a level of *p* < 0.01, with the exception of the *subjective well-being-perceived academic performance* pair (*β* = 0.080, *p* > 0.0). Specifically, *resilience* was found to have a predictive power of 65% for *subjective well-being*. As regards the indicators of school adjustment, *subjective well-being* was found to directly determine *school engagement* (*β* = 0.510, *p* > 0.01), which in turn predicted *perceived academic performance* (*β* = 0.697, *p* > 0.01).

As regards the indirect effects on both indicators of school adjustment (*school engagement* and *perceived academic performance*), for which the proportion of variance explained was 26% for *school engagement* and 55% for *perceived academic performance*, the results indicate that *resilience* has an indirect effect on *school engagement*, mediated by the level of *subjective well-being*. Furthermore, if *perceived academic performance* is added to this last pathway, then *subjective well-being* and *school engagement* act simultaneously as mediator variables between *perceived academic performance* and *resilience* (*β* = 0.355, *p* > 0.01).

#### **4. Discussion of the results**

As we had hypothesized, during compulsory secondary education, resilience predicts subjective well-being directly and school engagement and perceived academic performance indirectly. It is therefore clear that perceiving oneself as being able to cope successfully with adverse situations has a significant impact on young people's personal and school-related adaptation. Thus, the results of this study confirm that postulated by prior research [16]. The idea that subjective well-being is present in people who are capable of successfully coping with the challenges and problems of life are a reasonable one. However, it was necessary to demonstrate this idea among the adolescent population and indeed, the results obtained here do just that.

The findings reported by studies focusing on the satisfaction with life construct support both the formulation of the hypothesis regarding its dependence on resilience and the results 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 relationship between resilience and the affective component of subjective well-being.

The structural model that was empirically tested in this study revealed resilience and subjective well-being to be decisive psychological variables for predicting both school engagement and perceived academic performance. The fact that students' resilience and subjective wellbeing are factors which explain part of the variation observed in school engagement (indirectly in the first case and directly in the second) reaffirms the importance of focusing on these variables in educational contexts [69]. However, it also provides important insights into how to act: for students who feel less engaged at school, preventive education and psychological intervention in the school environment should focus on fostering resilience, the achievement of greater satisfaction with life and actions designed to increase positive affect. Only in this way will we help students become more engaged in the school context, which will in turn

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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

[1] Masten AS. Global perspectives on resilience in children and youth. Child Development.

[2] Luthar SS, Cicchetti D. The construct of resilience. Development and Psychopathology.

[3] American Psychiatric Association. Handbook of Psychiatric Measures. Washington, DC:

[4] Davydov DM, Stewart R, Ritchie K, Chaudieu I. Resilience and mental health. Clinical

[5] Luthar SS, Zigler E. Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry. 1991;**61**(1):6-22. DOI: 10.1037/h0079218

Psychology Review. 2010;**30**:479-495. DOI: 10.1016/j.cpr.2010.03.003

University of the Basque Country and EDU2017-83949P from MINECO of Spain.

Arantzazu Rodríguez-Fernández\*, Estibaliz Ramos-Díaz and Inge Axpe-Saez

University of the Basque Country, Universidad del País Vasco/Euskal Herriko

\*Address all correspondence to: arantzazu.rodriguez@ehu.eus

undoubtedly help improve their academic results.

**Acknowledgements**

**Author details**

**References**

Unibertsitatea, Vitoria-Gasteiz, Spain

2014;**85**(1):6-20. DOI: 10.1111/cdev.12205

American Psychiatric Association; 2004

2000;**12**:857-885. DOI: 10.1017/S0954579400004156

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 adaptation during adolescence.

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 more in the learning process (cognitive engagement).

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 of this engagement.

The structural model that was empirically tested in this study revealed resilience and subjective well-being to be decisive psychological variables for predicting both school engagement and perceived academic performance. The fact that students' resilience and subjective wellbeing are factors which explain part of the variation observed in school engagement (indirectly in the first case and directly in the second) reaffirms the importance of focusing on these variables in educational contexts [69]. However, it also provides important insights into how to act: for students who feel less engaged at school, preventive education and psychological intervention in the school environment should focus on fostering resilience, the achievement of greater satisfaction with life and actions designed to increase positive affect. Only in this way will we help students become more engaged in the school context, which will in turn undoubtedly help improve their academic results.
