Subjective well-being and academic engagement related with positive learning environment

Abstract

The learning environment construct can be positive, according to positive environment theory, if psychological adjustment and subjective well-being are the core of environmental sustainability. The research of subjective well-being and academic adjustment because of positive learning environments is scarce. The aim of the research was to measure the relations between the positive learning environment and subjective well-being on academic engagement of bachelor´s students using Structural Equation Modeling. 269 students participated in the research (M= 14.7 years, S.D.=0.55). Structural Equation Modeling was applied to data and results showed that the positive learning environment was related to subjective well-being and academic engagement. It is discussed that positive learning environment can improve the subjective well-being and academic engagement of bachelor´s students.