The Influence of Personal Well-Being on Learning Achievement in University Students Over Time: Mediating or Moderating Effects of Internal and External University Engagement

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.

Keywords: Chinese student; GPA; academic achievement; personal growth; university engagement.

Figure 1

Hypothesized relationships among personal well-being, learning achievement, internal, and external dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4.

Figure 2

(A) Relationships among cognitive-behavioral competence, personal growth, and internal dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 internal dimensions of university engagement, respectively. (B) Relationships among general positive youth development attribute, personal growth, and internal dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 internal dimensions of university engagement, respectively. ^*p < 0.05; ^**p < 0.01; ^***p < 0.001.

Figure 3

(A) Relationships among cognitive-behavioral competence, academic achievement, and internal dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 internal dimensions of university engagement, respectively. (B) Relationships among general positive youth development attribute, academic achievement, and internal dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 internal dimensions of university engagement, respectively. ^**p < 0.01; ^***p < 0.001.

Figure 4

(A) Relationships among personal well-being, personal growth, and external dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 external dimensions of university engagement, respectively. (B) Relationships among personal well-being, academic achievement, and external dimensions of university engagement. T1 = Time 1; T2 = Time 2; T3 = Time 3; T4 = Time 4. The regression coefficients shown in the figure are unstandardized values with values before and after slash representing using Time 2 and Time 3 external dimensions of university engagement, respectively. ^*p < 0.05; ^**p < 0.01; ^***p < 0.001.