Abstract

The current study examined the relationship between students' personal well-being and their learning achievement during university study, and whether such relationship would be mediated or moderated by university engagement. A total of 434 university students from one public university in Hong Kong participated in the study. The participants completed an online survey consisting of personal well-being (cognitive behavioral competence and general positive youth development), university engagement, and learning achievement measures (personal growth, and accumulated GPA as academic achievement) at four time points with a 1-year interval. Results showed that personal well-being measured at the beginning of university study positively predicted students' personal growth and academic achievement after 3 years' study. While the internal dimensions of university engagement (academic challenge and learning with peers) showed longitudinal significant mediational effect, the external dimensions (experience with faculty and campus environment) did not have significant longitudinal moderating effect. Nevertheless, external dimensions of student engagement also showed direct effect on personal growth and academic achievement. The long-standing positive effects of personal well-being on university engagement and subsequently, learning achievement during university years call for more attention to the promotion of holistic development among university students in Hong Kong.

Document Type

Article

Publication Date

1-9-2018

Notes/Citation Information

Published in Frontiers in Psychology, v. 8, article 2287, p. 1-16.

Copyright © 2018 Yu, Shek and Zhu

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Digital Object Identifier (DOI)

https://doi.org/10.3389/fpsyg.2017.02287

Funding Information

The preparation for this paper and the project entitled “Longitudinal Evaluation of the General University Requirements (GUR) under the New 4-Year Curriculum” are financially supported by the Teaching Development Grant of The Hong Kong Polytechnic University Grant number: 420E.

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