Academic engagement as a mediator between support systems and well-being among Indian high school students
Muhammad Hoque · Syed Manzoor Qadri · Anjum Afshan Qadri · Maqsood Ul Hassan Khan · David Adedia
International Journal of Research in Business and Social Science · 2025 · Vol. 14 / Issue 6 · 355-362
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Abstract
The aim of this study is to assess educational engagement as a mediator of familial and school-based social care on psychological well-being of school students in India. Cross-sectional survey of students of Kashmir-Union Territory of Jammu and Kashmir, India was taken using validated self-report measures to assess educational engagement, social care within home and school contexts, teamwork dynamics, and psychological well-being. Standard descriptive statistics were utilized to determine mean values along with corresponding standard deviations. A structural equation model (SEM) was also employed to assess direct and indirect effects of determinants on psychological well-being considering that neither multi-group nor univariate conditions of normality had been met. A robust maximum likelihood estimator (RMLE) was, therefore, utilized accordingly. Students display moderate levels of engagement (M = 20.95, SD = 5.91), friendship support (M = 16.39, SD = 6.78), familial support (M = 15.82, SD = 4.64), and institutional support (M = 14.99, SD = 4.63). The inner team climate (M = 28.35, SD = 8.01) is also moderately supportive. Psychological well-being (M = 52.26, SD = 12.68). The structural model indicated good fit, indicating good explanatory power regarding psychological well-being (R² = 0.71) and engagement (R² = 0.61). Family support (p < 0.001), institutional support (p = 0.002), and inner team environment (p = 0.040) were identified to have a positive associative relationship with engagement. For psychological well-being, friendship support had a positive associative relationship with engagement (p = 0.002). Finally, within psychological well-being, engagement functioned as a mediator of the impacts of family support (Indirect effect = 0.18, p < 0.001) and of institutional support (Indirect effect = 0.12, p = 0.017). This research calls for better mental health care to improve students' engagement and resilience. Future researchers need to give priority to these issues.
Authors & affiliations
Muhammad Hoque
Affiliation not supplied
Syed Manzoor Qadri
Affiliation not supplied
Anjum Afshan Qadri
Affiliation not supplied
Maqsood Ul Hassan Khan
Affiliation not supplied
David Adedia
Affiliation not supplied
Deposited references
Supplied references, not a list of publications citing this article.
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