The Combined Mediating Effects of Classroom Environment and Student Engagement on the Relationship Between Student Efficacy and Student Wellbeing: Path Analysis

Student wellbeing has become an important educational outcome because of its influence on learners' psychological health, resilience, and academic success. This study investigated the combined mediating effects of classroom environment and student engagement on the relationship between student self-efficacy and student wellbeing among public Senior High School students in Region XI, Philippines. A quantitative, non-experimental descriptive-correlational research design employing path analysis was utilized. Data were collected from 384 students selected through stratified random sampling using validated and reliable standardized questionnaires measuring student self-efficacy, classroom environment, student engagement, and student wellbeing. Descriptive statistics, Pearson product-moment correlation, and mediation analysis were employed to analyze the data. The findings revealed very high levels of student self-efficacy, classroom environment, student engagement, and student wellbeing. Correlation analysis demonstrated significant positive relationships among all principal variables. Student self-efficacy significantly predicted classroom environment, student engagement, and student wellbeing, while classroom environment and student engagement were also significant predictors of student wellbeing. Path analysis further showed that student self-efficacy exerted a significant direct effect on student wellbeing. However, although classroom environment and student engagement individually exhibited meaningful relationships with both self-efficacy and wellbeing, their combined indirect mediating effect was not statistically significant. These results suggest that student wellbeing is primarily influenced by students' efficacy beliefs, with classroom environment and engagement functioning as important complementary factors rather than significant combined mediators. The study extends the application of Self-Determination Theory and Ecological Systems Theory by demonstrating the central role of self-efficacy in promoting wellbeing within supportive educational settings. The findings provide evidence for developing school policies and learner-centered interventions that strengthen students' academic, social, and emotional self-efficacy while cultivating positive classroom environments and sustained student engagement to enhance overall wellbeing.