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The PERMA Model of Well-Being and Student Engagement amid COVID-19: A Two-Wave Study among a Sample of Filipino University Students

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Title: The PERMA Model of Well-Being and Student Engagement amid COVID-19: A Two-Wave Study among a Sample of Filipino University Students
Language: English
Authors: Jonee O. Miranda (ORCID 0009-0002-1432-1270), Olga Angelinetta P. Tulabut, Cherry Lou De Ala, Abigail Gonzales, Justin Vianey M. Embalsado, Lee Vergel Estacio, Irish Mandap, Aira Joy Keynn Medina, Mary Anne Joseph Montoya, Beatriz Balilu, June Rivera-De Leon, Roger Mangalus, Ericka Lance Pare, Reymond Neal C. Cruz (ORCID 0000-0002-5245-1036)
Source: Psychology in the Schools. 2024 61(11):4347-4360.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Well Being, Learner Engagement, COVID-19, Pandemics, College Students, Foreign Countries, Positive Attitudes, Psychological Patterns, Interpersonal Relationship, Academic Achievement
Geographic Terms: Philippines
DOI: 10.1002/pits.23286
ISSN: 0033-3085
1520-6807
Abstract: Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID-19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well-being and fosters holistic development. This study investigated whether students' well-being at the start of the semester can predict their academic engagement mid-way through the semester. We collected data on students' well-being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well-being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well-being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well-being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well-being and engagement. Our findings suggest the importance of well-being as a potentially positive resource for students where students with better well-being tend to be more academically engaged. Educational institutions may consider fostering student well-being in their goals to improve the academic success of students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443047
Database: ERIC
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  Value: <anid>AN0180217521;pis01nov.24;2024Oct14.05:47;v2.2.500</anid> <title id="AN0180217521-1">The PERMA model of well‐being and student engagement amid Covid‐19: A two‐wave study among a sample of Filipino university students </title> <p>Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID‐19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well‐being and fosters holistic development. This study investigated whether students' well‐being at the start of the semester can predict their academic engagement mid‐way through the semester. We collected data on students' well‐being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well‐being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well‐being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well‐being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well‐being and engagement. Our findings suggest the importance of well‐being as a potentially positive resource for students where students with better well‐being tend to be more academically engaged. Educational institutions may consider fostering student well‐being in their goals to improve the academic success of students.</p> <p>Practitioner points: Generally, students beginning the semester with better well‐being tend to have higher engagement in school midway through the semester.All PERMA model elements, except for meaning, are associated with student engagement semester.At the outset to midway through the semester, students had increased positive emotions, engagement, relationships, and accomplishment, and increases in behavioral and emotional engagement in school.</p> <p>Keywords: PERMA Model; positive education; student engagement; well‐being</p> <p>The COVID‐19 pandemic necessitated a change in education delivery and learning modality in March 2020 (Cuaton, [<reflink idref="bib15" id="ref1">15</reflink>]). With the rapid shift from face‐to‐face to online classes and the stressors and restrictions linked to the pandemic, students have experienced abrupt changes in their well‐being (Kareem et al., [<reflink idref="bib34" id="ref2">34</reflink>]), and may have affected their performance and engagement in schools. Within the context of the COVID‐19 pandemic, an increased level of loneliness and stress, sedentary behavior, and more symptoms of anxiety and depression have been reported (Gestsdottir et al., [<reflink idref="bib27" id="ref3">27</reflink>]; Hasan & Bao, [<reflink idref="bib29" id="ref4">29</reflink>]). Moreover, a recent study shows that lack of social interaction in e‐learning contributed to increased stress and anxiety levels among college learners (Yang et al., [<reflink idref="bib74" id="ref5">74</reflink>]). These studies show a rapid decline in their physical and mental health during the pandemic and a shift to online instruction. The unplanned and rapid changes to teaching and learning strategies as forced by the pandemic have likely impacted many aspects of university students' lives worldwide (Plakhotnik et al., [<reflink idref="bib50" id="ref6">50</reflink>]). The sudden transition from physical school attendance and regular interaction with teachers and peers to online learning and home quarantine was a difficult transition for many learners at all grade levels (Magson et al., [<reflink idref="bib42" id="ref7">42</reflink>]). As a result, the experience of increased levels of stress about their academic performance, a decrease in self‐efficacy, lesser engagement in coursework, and a sense of belongingness to the university were greatly seen in many students especially those with poorer mental health even before the pandemic. Studies show that enthusiasm to learn and practice has decreased due to the overwhelming stress as the pandemic increases student workload, and elevate uncertainty about the completion of the semester and study expectations (Stathopoulou et al., [<reflink idref="bib64" id="ref8">64</reflink>]; Van de Velde et al., [<reflink idref="bib71" id="ref9">71</reflink>]).</p> <p>In the Philippines, the online pedagogy setup in universities has restricted students' learning experience and interactions, leading to higher levels of stress, depressive, and anxiety symptoms (Barrot et al., [<reflink idref="bib5" id="ref10">5</reflink>]). In a study on college Filipino students, the majority agreed that the pandemic and quarantine protocols have led to increased anxiety and feelings of loneliness (Bautista & Manuel, [<reflink idref="bib44" id="ref11">44</reflink>]). Likewise, an investigation on the relevance of student well‐being were also conducted before the pandemic because mental health challenges were not exclusive to the pandemic era; they existed as a pre‐existing issue further exacerbated by the changes brought about by the pandemic. Among others, well‐being has been identified as a predictor of learning process and learning outcomes (Hidayah et al., [<reflink idref="bib31" id="ref12">31</reflink>]) while also being related to academic achievement and attainment (Agnafors et al., [<reflink idref="bib1" id="ref13">1</reflink>]). Increases in student workload and academic demands were also suggested to significantly contribute to the progressive decline of positive well‐being (Preoteasa et al., [<reflink idref="bib51" id="ref14">51</reflink>]).</p> <p>Furthermore, previous studies provided empirical evidence on how emotional intelligence and subjective socioeconomic status predict student engagement and other academic outcomes such as academic performance (Wang & Liu, [<reflink idref="bib73" id="ref15">73</reflink>]; Zhoc et al., [<reflink idref="bib77" id="ref16">77</reflink>]); this supports the notion that dispositions, emotions, and other noncognitive factors may also have a positive or negative implication on the effort exerted by learners. The importance of fostering well‐being is being recognized in the context of education with studies showing its link to important academic outcomes (Clarke, [<reflink idref="bib11" id="ref17">11</reflink>]; Datu, [<reflink idref="bib17" id="ref18">17</reflink>]; Datu & Valdez, [<reflink idref="bib18" id="ref19">18</reflink>]; Seligman et al., [<reflink idref="bib60" id="ref20">60</reflink>]). Studies show that mental health issues may impede essential factors for achieving success in higher education including motivation, concentration, and social interaction (Unger, [<reflink idref="bib69" id="ref21">69</reflink>]). Given the substantial impact of well‐being on student outcomes, evaluating students' well‐being at the onset of the semester, a period often marked by increased stress, may be beneficial. When students begin their university journey with strong well‐being, they may exhibit higher levels of engagement and dedication to their academic endeavors, significantly influencing their commitment to educational activities. As an example, student well‐being was suggested to improve engagement in learning activities, sense of belonging, positive relationships with others, autonomy, and competence (Baik et al., [<reflink idref="bib3" id="ref22">3</reflink>]; Cox & Brewster, [<reflink idref="bib12" id="ref23">12</reflink>]; Sortheix & Lönnqvist, [<reflink idref="bib63" id="ref24">63</reflink>]). Similarly, student well‐being is associated with capabilities to diminish burnout, frustration, stress, withdrawal from active learning (Flinchbaugh et al., [<reflink idref="bib21" id="ref25">21</reflink>]; Mokgele & Rothmann, [<reflink idref="bib47" id="ref26">47</reflink>]). Several studies have also explored well‐being's influence on various student outcomes; the association of well‐being remains significant on intrinsic motivation (González Olivares et al., [<reflink idref="bib28" id="ref27">28</reflink>]), academic achievement and success (Cárdenas et al., [<reflink idref="bib9" id="ref28">9</reflink>]; Kaya & Erdem, [<reflink idref="bib35" id="ref29">35</reflink>]). However, which elements of well‐being and which aspects of engagement might be influence is still lacking in the literature. This current study investigates how a multidimensional approach to well‐being influences which aspects of student engagement.</p> <hd id="AN0180217521-2">PERMA MODEL OF WELL‐BEING</hd> <p>Developed by Seligman ([<reflink idref="bib57" id="ref30">57</reflink>]), the multidimensional positive emotion, engagement, relationships, meaning, accomplishment (PERMA) model of flourishing argues that well‐being encompasses five elements that people find intrinsically motivating as contributory to well‐being: Positive emotions (P), Engagement (E), Relationships (R), Meaning (M), and Accomplishments (A). Well‐being is an enduring topic of interest, its central focus is to facilitate happiness and subjective well‐being (Seligman, [<reflink idref="bib58" id="ref31">58</reflink>]) and various theorists suggests that well‐being is a multifaceted construct (Forgeard et al., [<reflink idref="bib22" id="ref32">22</reflink>]; Kun et al., [<reflink idref="bib39" id="ref33">39</reflink>]; Michaelson et al., [<reflink idref="bib46" id="ref34">46</reflink>]). Positive emotions involve feelings of happiness, pleasure, and comfort. The recognition, generation, and sustenance of positive emotions marks the phenomenon of flourishing. Fredrickson ([<reflink idref="bib25" id="ref35">25</reflink>]) maintains that positive emotions promote flourishing and cultivate gratitude and hope. Identical to the Broaden‐and‐Build model of positive emotions, an individual's thought‐action repertoire is widened in perspective which can develop long‐term personal resources (Fredrickson, [<reflink idref="bib24" id="ref36">24</reflink>]). Engagement is an element that refers to a deep psychological connection of being involved (Higgins, [<reflink idref="bib32" id="ref37">32</reflink>]), interested and absorbed in tasks that challenge individual strengths, similar to a state of flow (Csikszentmihalyi & LeFevre, [<reflink idref="bib14" id="ref38">14</reflink>]). Csikszentmihalyi ([<reflink idref="bib13" id="ref39">13</reflink>]) defines the state of flow as a single‐minded immersion in an intrinsically motivating task where awareness of time fades. The quality of relationships is an element where people have a sense of connection, for instance, seeking out encouraging relationships and emotional contact with family, friends, and colleagues which leads to positive relationships and a sense of belonging (Sandstrom & Dunn, [<reflink idref="bib55" id="ref40">55</reflink>]). Research suggests that social relationships have an advantage for health behaviors such as chronic illness self‐management and a decline in suicidal predispositions (Tay et al., [<reflink idref="bib66" id="ref41">66</reflink>]). Meaning is an element that refers to a sense of purpose and meaning in life that results from belonging to and contributing to what is greater than the individual. People who declare themselves as having more meaningful lives relate to feeling happy and satisfied in general; notably, they contend that a meaningful life is not necessarily a constantly or stringently happy one as the sense of purpose is derived from a multitude of encounters and experiences beyond positive events (Baumeister et al., [<reflink idref="bib6" id="ref42">6</reflink>]). The last element, accomplishment, refer to the ability to lead a meaningful and productive life that is often pursued for productivity's sake. In the PERMA model, experienced emotions are not all necessarily positive, and the search for life's meaning is likewise nonobligatory (Seligman, [<reflink idref="bib59" id="ref43">59</reflink>]). Accomplishment is more focused on looking back on our lives with some sense of fulfillment of and rewarding tasks (Seligman, [<reflink idref="bib57" id="ref44">57</reflink>]). For instance, evidence shows that even expert bridge players are driven to play at their best even when they continually lose for as long as they acknowledge a sense of accomplishment that they were able to play well (Seligman, [<reflink idref="bib59" id="ref45">59</reflink>]).</p> <hd id="AN0180217521-3">STUDENT ENGAGEMENT</hd> <p>Although several research studies highlight the importance of well‐being on different student‐related outcomes, papers on student engagement have increasingly attracted positive attention as one of the new primary elements in education and psychology, especially since student engagement has been linked to enhanced academic performance (Lee, [<reflink idref="bib40" id="ref46">40</reflink>]; Rajabalee et al., [<reflink idref="bib52" id="ref47">52</reflink>]; Schreiber & Yu, [<reflink idref="bib56" id="ref48">56</reflink>]) and academic success (Bailey, [<reflink idref="bib4" id="ref49">4</reflink>]; Roberts & McNeese, [<reflink idref="bib53" id="ref50">53</reflink>]; Rodgers, [<reflink idref="bib54" id="ref51">54</reflink>]; Upadyaya & Salmela‐Aro, [<reflink idref="bib70" id="ref52">70</reflink>]). Additionally, engaged students are more likely to be attentive, exert more effort in class, and experience positive feelings (Fredricks et al., [<reflink idref="bib23" id="ref53">23</reflink>]).</p> <p>Skinner et al. ([<reflink idref="bib61" id="ref54">61</reflink>]) identified three indicators of student engagement—behavioral, emotional, and cognitive engagement. Behavioral engagement refers to class participation, attention, concentration, persistence, preparedness, and initiative in class (Finn & Zimmer, [<reflink idref="bib20" id="ref55">20</reflink>]; Skinner et al., [<reflink idref="bib62" id="ref56">62</reflink>]); this type of engagement reflects concrete student actions such as reciting in class or showing active participation in extracurricular activities. Emotional engagement emphasizes enthusiasm, excitement, enjoyment, interest, and connection with the school. Learners who express a sense of fascination and commitment to their field of study may display this component of student engagement. Lastly, cognitive engagement focuses on learning strategies, commitment, self‐regulation, and determination in learning (Skinner et al., [<reflink idref="bib61" id="ref57">61</reflink>]). Examples of this type of engagement may include students who rely on innovative, adaptive, and self‐paced methods to review their lessons beyond the traditional classroom learning setup. Researchers and educators believe that engagement is crucial in terms of increasing student achievement and reducing the dropout rate in many schools (Jimerson et al., [<reflink idref="bib33" id="ref58">33</reflink>]; Wang & Fredricks, [<reflink idref="bib72" id="ref59">72</reflink>]). Student engagement is a vital factor for learning outcomes in education. It is considered to be a significant outcome parallel to a student's achievement, completion, and well‐being (Appleton et al., [<reflink idref="bib2" id="ref60">2</reflink>]).</p> <p>Existing research demonstrates that well‐being is related to student engagement. Higher positive affect is found to be associated to increased student engagement while lower negative affect decreases student engagement (King et al., [<reflink idref="bib37" id="ref61">37</reflink>]). Other studies looked at the positive association between life satisfaction and student engagement. The study by Lewis et al. ([<reflink idref="bib41" id="ref62">41</reflink>]) reports a bidirectional relationship between life satisfaction and cognitive engagement but not for behavioral and cognitive engagement. Another study by Datu and King ([<reflink idref="bib17" id="ref63">17</reflink>]), reports that subjective well‐being and overall student engagement have bidirectional relationships, suggesting that the two variables affect one another. Relatively, studies found that life satisfaction is linked with overall student engagement (Nurmalita et al., [<reflink idref="bib48" id="ref64">48</reflink>]; Yuen, [<reflink idref="bib75" id="ref65">75</reflink>]). Furthermore, Heffner & Antaramian's ([<reflink idref="bib30" id="ref66">30</reflink>]) study showed that life satisfaction adds to the prediction of affective states of student engagement and some aspects of achievement. On the other hand, Datu ([<reflink idref="bib16" id="ref67">16</reflink>]) also suggest an association between flourishing and academic achievement and engagement.</p> <p>These research stand to show how well‐being and student engagement may be linked in different ways. It also appears how these two variables may contribute to students' various areas of functioning. The existing literature may be broadened by examining other models of well‐being and their relation to the different dimensions of student engagement by utilizing rigorous methodological design to fully understand how other models of well‐being influence student engagement dimensions across time. Therefore, the current study aims to investigate the associations of the two variables by looking at how elements of the PERMA model may influence the three indicators of student engagement. We also aim to examine if there are changes in the student's level of well‐being and student engagement by utilizing two waves of data in a specific course context. Similarly, Mckeering et al. used the engagement, perseverance, optimism, connectedness, happiness (EPOCH) model based on Seligman's PERMA model to examine associations with student engagement; they report that the five factors of EPOCH are related to the three dimensions of student engagement (McKeering et al., [<reflink idref="bib45" id="ref68">45</reflink>]).</p> <hd id="AN0180217521-4">THE PRESENT STUDY</hd> <p>The COVID‐19 pandemic necessitated a large shift in the educational system, prompting changes to how education is delivered. Among these changes is the increased attention to students' well‐being. Existing research emphasized the significance of well‐being to academic performance. While studies have primarily concentrated on identifying factors associated with well‐being and engagement, and their impact on academic outcomes; there is a noticeable gap in the exploration of how students' well‐being at the outset of their freshman year might influence their future engagement. Moreover, the PERMA model offers a beneficial framework for studying the potential impacts of well‐being as it focuses on the holistic potential of students other than the experience of mental health symptoms or problems. A holistic view of well‐being will allow us to identify important areas that could be developed. In this study, we propose that well‐being, following the PERMA model, can be an important psychological resource for students that can enable them to meet their academic demands and stay engaged in their academics. We explored how students' well‐being during the beginning of their freshmen year of university studies can predict their academic engagement through the semester. We also explored how their well‐being and engagement may change through the semester. To test this, we analyzed two waves of data from freshman‐year students; their PERMA well‐being and academic engagement at the beginning of classes and then again midway in the semester at the end of their midterm period. We hypothesize that their well‐being at the start of classes will be related to and positively predict their academic engagement midway in the semester. This study's data was from a survey project of the university to assess the psycho‐social characteristics of new students for the effective delivery of university student services especially during the stressful time of the pandemic. The survey was conducted in a general education course given to freshmen, designed to aid new students to acclimate to the demands of academic life in the university. During the semester when this study was conducted, courses were offered in two cycles. The course were the participants were enrolled was offered at the beginning and ended at the middle term of the semester. Hence, the data collected for this study were during the start of the semester classes, and then at the end of the course which was midway through the semester.</p> <hd id="AN0180217521-5">METHODS</hd> <p></p> <hd id="AN0180217521-6">Participants</hd> <p>A total of 337 Filipino first‐year students participated in the study. The sample originated from a private university in the province of Pampanga, Philippines. The mean age of the students is 18.5 years (SD = 1.21). The participants are composed of 189 females (56.1%) and 148 males (43.9%).</p> <hd id="AN0180217521-7">Measures</hd> <p></p> <hd id="AN0180217521-8">General well‐being</hd> <p>The PERMA Well‐Being Profiler (Butler & Kern, [<reflink idref="bib8" id="ref69">8</reflink>]) is a 23‐item measure that was used to gauge participants' positive emotions (PERMA P), engagement (PERMA E), relationships (PERMA R), meaning (PERMA M), and accomplishment (PERMA A). Sample items in the scale include, "How much of the time do you feel you are making progress towards accomplishing your goals?" (accomplishment), "How often do you become absorbed in what you are doing?" (engagement), "In general, how do you feel joyful?" (positive emotions), "In general, how often do you lead a purposeful meaningful life?" (meaning), and "To what extent do you feel loved?" (relationship) to measure various elements of the PERMA model. The PERMA Profiler shows good psychometric properties with evidence for internal consistency, model fit, and construct validity (Butler & Kern, [<reflink idref="bib8" id="ref70">8</reflink>]).</p> <hd id="AN0180217521-9">Student engagement</hd> <p>The 32‐item University Student Engagement Inventory (Maroco et al., [<reflink idref="bib43" id="ref71">43</reflink>]) measures the degree to which the students engage academically in a trifactoral dimension which are behavioral (USEI‐BE), emotional (USEI‐EE), and cognitive engagement (USEI‐CE). The sample items include statements such as, "I pay attention in class" (behavioral engagement), "I am interested in school work" (emotional engagement), and "I try to integrate that acquired knowledge in solving new problems" (cognitive engagement) as a measure for three components of student engagement. In terms of psychometrics, Maroco et al. ([<reflink idref="bib43" id="ref72">43</reflink>]) report Cronbach's <emph>α</emph> reliability coefficient of the University Student Engagement Inventory is >.70 for the three factors and >.8 for an overall score.</p> <hd id="AN0180217521-10">Procedures</hd> <p>This study's measures were administered as part of a survey project to assess psycho‐social factors of freshmen students which was administered in a general education course offered in the 1st cycle of the semester. All participants were undergraduate students enrolled in their first year of university. Before the administration of the survey, all college instructors involved and students enrolled in the subject course were informed about the purpose of the research project. Students were informed that that they would be answering the questionnaires twice; first on August 2021 (T1) at the beginning of the semester and on November 2021 (T2), at the completion of the course, 3 months in and at the end of the midterm period.</p> <p>The first wave of data collection occurred during the first week of their classes; college instructors were requested to inform students regarding the overview of the data collection process before asking for their informed consent to participate and share data as respondents. After agreeing to participate in the survey, the instruments were administered online. Students were given a Google Form link which contained sections on the informed consent form, the demographic profile form, and the instrument forms. Participants were requested to read the informed consent and answer questionnaires including those for well‐being and engagement. For the second wave of data collection which happened after 3 months, students were again asked to answer the same questionnaire measures after completing the General Education course. All data were stored securely on a digital cloud—initially, via a password‐protected Google Sheets document for convenient data organization and cleanup before being downloaded and kept offline for statistical analyses. Only the authors of the Google Form kept access to all online raw research data before handing them over to the study authors for data analysis.</p> <hd id="AN0180217521-11">Data analyses</hd> <p>Descriptive statistics such as mean and standard deviation were calculated. Zero‐order correlations were also carried out to assess the correlation between Time 1 PERMA and Time 2 overall student engagement and its three factors. To test if Time 1 PERMA predicts Time 2 overall student engagement and its three factors, linear regression was utilized; specifically, Time 1 PERMA was entered as the predictor variable and overall student engagement as the outcome variable. This process was repeated for the other three facets of student engagement. Lastly, to gauge the difference in well‐being and engagement of students from Time 1 to Time 2, a paired samples <emph>t</emph>‐test was conducted. All statistical analyses were conducted using the open‐source software Jamovi (The jamovi project, [<reflink idref="bib67" id="ref73">67</reflink>]).</p> <hd id="AN0180217521-12">RESULTS</hd> <p>The results of descriptive analyses are shown in Table 1 and the correlations of Time 1 PERMA variables and Time 2 student engagement variables are shown in Table 2. We found that total PERMA and total student engagement are significantly positively related <emph>r</emph> = 0.461, <emph>p</emph> < .001. As for the specific PERMA element and total engagement, we found that except for the meaning element <emph>r</emph> = 0.106, <emph>p</emph> = .051, all the other four elements of PERMA are positively related to the total engagement with correlation coefficients ranging from 0.29 to 0.437, and all are significant at <emph>α</emph> < .001. Similar correlations were also found with specific aspects of student engagement where aside from meaning (<emph>r</emph> = 0.061−0.128, <emph>p</emph> > .05), the PERMA elements positively relates to behavioral, cognitive, and emotional engagement with correlation coefficients ranging from 0.224 to 0.405, and all are significant at <emph>α</emph> < .001.</p> <p>1 Table Summary statistics of study variables.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="left"><italic>M</italic></th><th align="left">SD</th></tr></thead><tbody valign="top"><tr><td>Time 1—Total PERMA</td><td align="char" char=".">166.8</td><td align="char" char=".">22.26</td></tr><tr><td>Time 1—PERMA P</td><td align="char" char=".">22.2</td><td align="char" char=".">4.01</td></tr><tr><td>Time 1—PERMA E</td><td align="char" char=".">21.9</td><td align="char" char=".">4.8</td></tr><tr><td>Time 1—PERMA R</td><td align="char" char=".">23</td><td align="char" char=".">3.59</td></tr><tr><td>Time 1—PERMA M</td><td align="char" char=".">21.4</td><td align="char" char=".">3.84</td></tr><tr><td>Time 1—PERMA A</td><td align="char" char=".">22.8</td><td align="char" char=".">4.67</td></tr><tr><td>Time 2—Total PERMA</td><td align="char" char=".">167</td><td align="char" char=".">22.3</td></tr><tr><td>Time 2—PERMA P</td><td align="char" char=".">22.2</td><td align="char" char=".">4.01</td></tr><tr><td>Time 2—PERMA E</td><td align="char" char=".">21.9</td><td align="char" char=".">4.8</td></tr><tr><td>Time 2—PERMA R</td><td align="char" char=".">23</td><td align="char" char=".">3.59</td></tr><tr><td>Time 2—PERMA M</td><td align="char" char=".">21.4</td><td align="char" char=".">3.84</td></tr><tr><td>Time 2—PERMA A</td><td align="char" char=".">22.8</td><td align="char" char=".">4.67</td></tr><tr><td>Time 1—Total USEI</td><td align="char" char=".">116</td><td align="char" char=".">13</td></tr><tr><td>Time 1—USEI‐BE</td><td align="char" char=".">40.4</td><td align="char" char=".">3.9</td></tr><tr><td>Time 1—USEI‐EE</td><td align="char" char=".">33.5</td><td align="char" char=".">5.46</td></tr><tr><td>Time 1—USEI‐CE</td><td align="char" char=".">41.8</td><td align="char" char=".">6.03</td></tr><tr><td>Time 2—Total USEI</td><td align="char" char=".">117.6</td><td align="char" char=".">15.52</td></tr><tr><td>Time 2—USEI‐BE</td><td align="char" char=".">41.4</td><td align="char" char=".">4.6</td></tr><tr><td>Time 2—USEI‐EE</td><td align="char" char=".">34.2</td><td align="char" char=".">6.62</td></tr><tr><td>Time 2—USEI‐CE</td><td align="char" char=".">42.1</td><td align="char" char=".">6.53</td></tr></tbody></table> </ephtml> </p> <p>1 Abbreviation: PERMA, positive emotion, engagement, relationships, meaning, accomplishment.</p> <p>2 Table Correlations between Time 1 PERMA measures and Time 2 USEI.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th align="left">Time 2—Total USEI</th><th align="left">Time 2—USEI‐BE</th><th align="left">Time 2—USEI‐EE</th><th align="left">Time 2—USEI‐CE</th></tr><tr valign="bottom"><th><italic>r</italic></th><th align="left"><italic>p</italic></th><th align="left"><italic>r</italic></th><th align="left"><italic>p</italic></th><th align="left"><italic>r</italic></th><th align="left"><italic>p</italic></th><th align="left"><italic>r</italic></th><th align="left"><italic>p</italic></th></tr></thead><tbody valign="top"><tr><td>Time 1—Total PERMA</td><td align="char" char=".">0.461</td><td align="char" char=".">< .001</td><td align="char" char=".">0.369</td><td align="char" char=".">< .001</td><td align="char" char=".">0.385</td><td align="char" char=".">< .001</td><td align="char" char=".">0.445</td><td align="char" char="."><.001</td></tr><tr><td>Time 1—PERMA P</td><td align="char" char=".">0.388</td><td align="char" char="."><.001</td><td align="char" char=".">0.3</td><td align="char" char=".">< .001</td><td align="char" char=".">0.304</td><td align="char" char=".">< .001</td><td align="char" char=".">0.403</td><td align="char" char="."><.001</td></tr><tr><td>Time 1—PERMA E</td><td align="char" char=".">0.437</td><td align="char" char="."><.001</td><td align="char" char=".">0.349</td><td align="char" char="."><0.001</td><td align="char" char=".">0.405</td><td align="char" char="."><.001</td><td align="char" char=".">0.384</td><td align="char" char="."><.001</td></tr><tr><td>Time 1—PERMA R</td><td align="char" char=".">0.29</td><td align="char" char="."><.001</td><td align="char" char=".">0.224</td><td align="char" char="."><.001</td><td align="char" char=".">0.226</td><td align="char" char="."><.001</td><td align="char" char=".">0.303</td><td align="char" char="."><.001</td></tr><tr><td>Time 1—PERMA M</td><td align="char" char=".">0.106</td><td align="char" char=".">.051</td><td align="char" char=".">0.09</td><td align="char" char=".">.1</td><td align="char" char=".">0.061</td><td align="char" char=".">.265</td><td align="char" char=".">0.128</td><td align="char" char=".">0.019</td></tr><tr><td>Time 1—PERMA A</td><td align="char" char=".">0.405</td><td align="char" char="."><.001</td><td align="char" char=".">0.339</td><td align="char" char="."><.001</td><td align="char" char=".">0.36</td><td align="char" char="."><.001</td><td align="char" char=".">0.359</td><td align="char" char="."><.001</td></tr></tbody></table> </ephtml> </p> <p>2 Abbreviation: PERMA, positive emotion, engagement, relationships, meaning, accomplishment.</p> <p>To determine whether students' well‐being can predict engagement and its four domains, four linear regression analyses were conducted to determine whether students' well‐being at Time 1 will predict their engagement at Time 2. The Time 2 scores for the Total USEI, USEI‐BE, USEI‐EE, and USEI‐CE were each used as outcomes for the four models with each model having the Time 1 Total PERMA score as the predictor. All models and regression coefficients were found to be significant at <emph>α</emph> level <.001. Time 1 Total PERMA significantly predicted Time 2 Total USEI <emph>F</emph>(<reflink idref="bib1" id="ref74">1</reflink>, 335) = 90.4, <emph>R</emph><sups>2</sups> = 0.213, <emph>b</emph> = 0.321, <emph>β</emph> = .461; Time 2 USEI‐BE F(<reflink idref="bib1" id="ref75">1</reflink>, 335) = 52.9, <emph>R</emph><sups>2</sups> = 0.136, <emph>b</emph> = 0.08, <emph>β</emph> = .369; Time 2 USEI‐EE F(<reflink idref="bib1" id="ref76">1</reflink>, 335) = 58.3, <emph>R</emph><sups>2</sups> = 0.148, <emph>b</emph> = 0.115, <emph>β</emph> = .385; and Time 2 USEI‐CE <emph>F</emph>(<reflink idref="bib1" id="ref77">1</reflink>, 335) = 82.8, <emph>R</emph><sups>2</sups> = 0.198, <emph>b</emph> = 0.131, <emph>β</emph> = .445.</p> <p>We also tested whether there are significant changes to students' PERMA well‐being and engagement from the start to midway in their semester. We conducted paired <emph>t</emph>‐tests to determine mean differences from Time 1 to Time 2 of our study variables. For the students' total PERMA well‐being, there was a significant positive increase <emph>t</emph>(<reflink idref="bib336" id="ref78">336</reflink>) = 3.66, <emph>p</emph> < .001; for the PERMA elements, there were significant increases for positive emotions <emph>t</emph>(<reflink idref="bib336" id="ref79">336</reflink>) = 2.52, <emph>p</emph> = .012; engagement <emph>t</emph>(<reflink idref="bib336" id="ref80">336</reflink>) = 4.75, <emph>p</emph> < .001; relationships <emph>t</emph>(<reflink idref="bib336" id="ref81">336</reflink>) = 1.98, <emph>p</emph> = .049; and accomplishment <emph>t</emph>(<reflink idref="bib336" id="ref82">336</reflink>) = 3.72, <emph>p</emph> < .001. Only the meaning element had no significant change <emph>t</emph>(<reflink idref="bib336" id="ref83">336</reflink>) = −1.02, <emph>p</emph> = .307. As for student engagement, the total engagement score significantly increased <emph>t</emph>(<reflink idref="bib336" id="ref84">336</reflink>) = 2.73, <emph>p</emph> < .007. For its facets, behavioral engagement <emph>t</emph>(<reflink idref="bib336" id="ref85">336</reflink>) = 3.84, <emph>p</emph> < .001, and emotional engagement (<reflink idref="bib336" id="ref86">336</reflink>) = 2.04, <emph>p</emph> = .042 significantly increased. While the cognitive engagement facet did not significantly increase <emph>t</emph>(<reflink idref="bib336" id="ref87">336</reflink>) = 1.06, <emph>p</emph> = .289. The results of the t‐tests are found in Table 3.</p> <p>3 Table Results of paired t‐tests on the difference of study variables from Time 1 to Time 2.</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th /><th align="left"><italic>t</italic></th><th align="left"><italic>df</italic></th><th align="left"><italic>p</italic></th><th align="left">Mean difference</th><th align="left">SE</th><th align="left"><italic>d</italic></th></tr></thead><tbody valign="top"><tr><td>Time 2−Total PERMA</td><td>Time 1−Total PERMA</td><td align="left">3.66</td><td align="left">336</td><td align="left"><.001</td><td align="left">4.09</td><td align="left">1.12</td><td align="left">0.20</td></tr><tr><td>Time 2−PERMA P</td><td>Time 1−PERMA P</td><td align="left">2.52</td><td align="left">336</td><td align="left">.012</td><td align="left">0.54</td><td align="left">0.21</td><td align="left">0.14</td></tr><tr><td>Time 2−PERMA E</td><td>Time 1−PERMA E</td><td align="left">4.75</td><td align="left">336</td><td align="left"><.001</td><td align="left">1.07</td><td align="left">0.23</td><td align="left">0.26</td></tr><tr><td>Time 2−PERMA R</td><td>Time 1−PERMA R</td><td align="left">1.98</td><td align="left">336</td><td align="left">.049</td><td align="left">0.42</td><td align="left">0.21</td><td align="left">0.11</td></tr><tr><td>Time 2−PERMA M</td><td>Time 1−PERMA M</td><td align="left">−1.02</td><td align="left">336</td><td align="left">.307</td><td align="left">−0.23</td><td align="left">0.22</td><td align="left">−0.06</td></tr><tr><td>Time 2−PERMA A</td><td>Time 1−PERMA A</td><td align="left">3.72</td><td align="left">336</td><td align="left"><.001</td><td align="left">0.75</td><td align="left">0.20</td><td align="left">0.20</td></tr><tr><td>Time 2−Total USEI</td><td>Time 1−Total USEI</td><td align="left">2.73</td><td align="left">336</td><td align="left">.007</td><td align="left">1.92</td><td align="left">0.70</td><td align="left">0.15</td></tr><tr><td>Time 2−USEI‐BE</td><td>Time 1−USEI‐BE</td><td align="left">3.84</td><td align="left">336</td><td align="left"><.001</td><td align="left">0.93</td><td align="left">0.24</td><td align="left">0.21</td></tr><tr><td>Time 2−USEI‐EE</td><td>Time 1−USEI‐EE</td><td align="left">2.04</td><td align="left">336</td><td align="left">.042</td><td align="left">0.65</td><td align="left">0.32</td><td align="left">0.11</td></tr><tr><td>Time 2−USEI‐CE</td><td>Time 1−USEI‐CE</td><td align="left">1.06</td><td align="left">336</td><td align="left">.289</td><td align="left">0.34</td><td align="left">0.32</td><td align="left">0.06</td></tr></tbody></table> </ephtml> </p> <p>3 Abbreviation: PERMA, positive emotion, engagement, relationships, meaning, accomplishment.</p> <hd id="AN0180217521-13">DISCUSSION</hd> <p>The present study examines whether students' well‐being at the start of the semester is associated with engagement in the purview of the PERMA Model (Seligman, [<reflink idref="bib57" id="ref88">57</reflink>]). Our findings show that students' well‐being at the start of the semester is positively associated with their engagement midway through the semester. Our results were similar to previous studies that demonstrated the predictive value of well‐being to student engagement (Datu & King, [<reflink idref="bib17" id="ref89">17</reflink>]; King et al., [<reflink idref="bib37" id="ref90">37</reflink>]; McKeering et al., [<reflink idref="bib45" id="ref91">45</reflink>]); supporting the predictive value of the PERMA model. Our findings highlight the role of well‐being as an essential resource for students. According to Fredrickson's Broaden and Build Theory ([<reflink idref="bib25" id="ref92">25</reflink>]), individuals can build their psychological resources and useful skills by inducing positive emotions. These positive emotions encourage individuals to form social bonds, explore, and engage in similar activities that broaden over time, and draw from the psychological resources they have built in experiencing adversities.</p> <p>The PERMA model of well‐being broadens and expands the thought‐action reservoir by encouraging positive emotions and exploratory thoughts and behaviors. We argue that if these PERMA elements are established among students at the outset of starting their classes, it can help them build psychological resources that can influence their engagement throughout. For instance, if students possess supportive relationships (e.g., teachers and peers), experience frequent positive emotions, are psychologically involved in tasks, and have a sense of fulfillment, it allows students to participate and pay more attention in class activities and show enthusiasm and enjoyment when learning. These findings are consistent with previous research on well‐being and student engagement (Datu, [<reflink idref="bib16" id="ref93">16</reflink>]; D'Errico et al., [<reflink idref="bib19" id="ref94">19</reflink>]). Students experiencing intense positive emotions tend to adopt a more profound approach to learning, which leads to improved academic performance (Trigwell et al., [<reflink idref="bib68" id="ref95">68</reflink>]). Those actively engaged in their academic activities have also been found to perform better academically and exhibit a higher likelihood of continuing their education in college (Kuh et al., [<reflink idref="bib38" id="ref96">38</reflink>]; Tansey et al., [<reflink idref="bib65" id="ref97">65</reflink>]). A sense of belonging from their social networks provides students with a sense of purpose, enabling them to share their achievements and challenges (García‐Alandete et al., [<reflink idref="bib26" id="ref98">26</reflink>]; Olafsen et al., [<reflink idref="bib49" id="ref99">49</reflink>]) which in turn may contribute to their ability to sustain their academic performance over time (Cheng et al., [<reflink idref="bib10" id="ref100">10</reflink>]). Furthermore, the recognition of achievements by learners can serve as a reminder of their capacity for growth and success, even during times of difficulty in both academic and personal spheres (Brunzell et al., [<reflink idref="bib7" id="ref101">7</reflink>]), leading to enhanced educational standing (Kern et al., [<reflink idref="bib36" id="ref102">36</reflink>]; Tansey et al., [<reflink idref="bib65" id="ref103">65</reflink>]). These suggest that assessing and nurturing psychological resources in students are as important as cognitive factors because their well‐being can serve as psychosocial resources to facilitate optimal learning and enhance positive academic outcomes.</p> <p>However, we found that not all elements of well‐being are associated with engagement. Students' life meaning did not significantly predict their engagement. This finding is similar to what Yukhymenko‐Lescroart and Sharma ([<reflink idref="bib76" id="ref104">76</reflink>]) found, where purpose in life did not predict progress toward a degree, which is a possible outcome of students' engagement in school. We surmise that this may be because our sample is composed of freshmen students whose life meaning is not yet established; they may still be actively seeking meaning in their lives as we also found that their sense of meaning did not change from the outset of the semester to the midterm period.</p> <p>We also investigated if well‐being and student engagement would change from the outset of the school semester and 3 months in the semester at the end of their midterm period. Among the PERMA elements, we found that there were small positive increases in all components except for the meaning element. Students' behavioral and emotional engagement also slightly increased. This finding suggests an optimistic outcome of students' early experiences in college. However, the time lag of the study is only from the start to midway through the semester. Changes in well‐being and engagement throughout their college years could be a worthwhile area of exploration for future research.</p> <p>The theoretical implications of our study highlight the importance of both cognitive and noncognitive resources to achieve positive student outcomes. Furthermore, the nomological networks of our constructs and the directionality of our variables offer substantial insights, revealing that well‐being at Time 1 significantly predict student engagement at Time 2, this suggests that well‐being is not just a consequence of engagement but also a precursor to it. For the practical implications, our study can guide interventions in fostering engagement by promoting well‐being. Our paper has the potential to contribute to the development of evidence‐based strategies for improving educational outcomes. Furthermore, it can also help policy development by serving as important student entry‐level data to facilitate effective student services.</p> <p>Further research is still needed to see whether a student's well‐being at the start of freshman year can predict their engagement in more distant times such as in their succeeding years in college. Our study is also limited in that the outcome was measured using a self‐report scale, further research can also be done to test if well‐being can predict more objective outcomes such as students' grades or their completion of a degree. The study was also conducted in a unique context (e.g., Filipino students entering university at a time of a pandemic, enrollment in a class uniquely designed to aid them with meeting academic demands) which might limit generalizability. Since school contexts vary widely, these contextual factors can be controlled for, or tested as potential moderators in future studies to broaden knowledge of how well‐being can impact student engagement.</p> <p>Overall, our study highlights the predictive value of well‐being to students' engagement and suggests the potential implications of the role of well‐being as a psychological resource. A student's well‐being at the outset of their college journey may be a source of disparity where those who have better well‐being may be more engaged, and thus, more likely to achieve academic success than those with lower well‐being. Our findings may also have practical implications. Based on the study's findings regarding the correlation between PERMA and student engagement, it is evident that college entrants with lower well‐being may face challenges in adapting to academic demands and achieving success. Therefore, implementing interventions aimed at enhancing student well‐being (e.g., PERMA well‐being) could prove instrumental in fostering their overall growth and bolstering key indicators of academic achievement such as grades and retention rates. Moreover, the measurement and screening of well‐being may be vital to improving the quality of student services. We recommend that schools and universities also continue to consider a routine assessment of students' well‐being and their respective psychological resources to ensure that students will be able to meet the academic demands of their degree program and to help them as needed.</p> <hd id="AN0180217521-14">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflict of interest.</p> <hd id="AN0180217521-15">DATA AVAILABILITY STATEMENT</hd> <p>The data that support the findings of this study are available on request from the corresponding author. 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  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Jonee+O%2E+Miranda%22">Jonee O. Miranda</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0002-1432-1270">0009-0002-1432-1270</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olga+Angelinetta+P%2E+Tulabut%22">Olga Angelinetta P. Tulabut</searchLink><br /><searchLink fieldCode="AR" term="%22Cherry+Lou+De+Ala%22">Cherry Lou De Ala</searchLink><br /><searchLink fieldCode="AR" term="%22Abigail+Gonzales%22">Abigail Gonzales</searchLink><br /><searchLink fieldCode="AR" term="%22Justin+Vianey+M%2E+Embalsado%22">Justin Vianey M. Embalsado</searchLink><br /><searchLink fieldCode="AR" term="%22Lee+Vergel+Estacio%22">Lee Vergel Estacio</searchLink><br /><searchLink fieldCode="AR" term="%22Irish+Mandap%22">Irish Mandap</searchLink><br /><searchLink fieldCode="AR" term="%22Aira+Joy+Keynn+Medina%22">Aira Joy Keynn Medina</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Anne+Joseph+Montoya%22">Mary Anne Joseph Montoya</searchLink><br /><searchLink fieldCode="AR" term="%22Beatriz+Balilu%22">Beatriz Balilu</searchLink><br /><searchLink fieldCode="AR" term="%22June+Rivera-De+Leon%22">June Rivera-De Leon</searchLink><br /><searchLink fieldCode="AR" term="%22Roger+Mangalus%22">Roger Mangalus</searchLink><br /><searchLink fieldCode="AR" term="%22Ericka+Lance+Pare%22">Ericka Lance Pare</searchLink><br /><searchLink fieldCode="AR" term="%22Reymond+Neal+C%2E+Cruz%22">Reymond Neal C. Cruz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5245-1036">0000-0002-5245-1036</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2024 61(11):4347-4360.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.23286
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research has underscored the negative effects on students of the abrupt shift to online delivery of education due to the COVID-19 pandemic. Positive education applies the principles of positive psychology to education, which highlights the importance of students' well-being and fosters holistic development. This study investigated whether students' well-being at the start of the semester can predict their academic engagement mid-way through the semester. We collected data on students' well-being and academic engagement in two waves; first, at the beginning of the semester (Time 1) and then 3 months in the semester (Time 2). We tested the students' general well-being and the positive emotion, engagement, relationships, meaning, accomplishment (PERMA) elements at Time 1 with their academic engagement in terms of behavioral, emotional, and cognitive facets at Time 2. Our results show that general well-being at Time positively predicts their total academic engagement and all engagement facets. However, among the PERMA elements, the Meaning element is not correlated with students' engagement or any of its facets. We also tested whether there was a significant change in student well-being and engagement from the start of the semester and midway through. We found that there is a significant small increase in well-being and engagement. Our findings suggest the importance of well-being as a potentially positive resource for students where students with better well-being tend to be more academically engaged. Educational institutions may consider fostering student well-being in their goals to improve the academic success of students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1443047
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1443047
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  BibEntity:
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      – Type: doi
        Value: 10.1002/pits.23286
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 4347
    Subjects:
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: The PERMA Model of Well-Being and Student Engagement amid COVID-19: A Two-Wave Study among a Sample of Filipino University Students
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              Y: 2024
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