Analysing the link between student engagement and subjective well-being in lower secondary education: evidence from a cross-lagged panel study

Introduction Taking a positive education perspective, this study investigates the link between subjective well-being (SWB) and student engagement. Although many studies have found a positive link between the two multidimensional constructs, the literature lacks longitudinal analyses. Methods Based on the broaden-and-build theory and the upwards spiral hypothesis it was hypothesised that the dimensions of the two constructs would show bidirectional relationships. To test this, 1,762 fifth-grade students in Austria completed an online survey at two time points; the data were then analysed using a cross-lagged panel model with a three-factor model of SWB (positive affect, negative affect and life satisfaction) and a bifactorial model of student engagement (a general factor for student engagement and a specific factor for emotional engagement). Results Only one bidirectional relationship was found – between general student engagement and positive affect – but significant positive effects of both the general and specific student engagement factors at Time 1 on life satisfaction at Time 2 and of the specific engagement factor at Time 1 on positive affect at Time 2 were also identified. However, no significant relationships were found between either of the student engagement factors and negative affect. Conclusions Overall, the findings highlight the positive association between SWB and student engagement. Therefore, the results provide support for the upward spiral hypothesis and partial support for the broaden-and-build theory.