The Mediating Role of Study Engagement in the Relationship Between Multidimensional Perfectionism, School Climate, and Emotional Well-Being

Abstract

Objectives: The current study aimed to reveal the mediating role of academic immersion in relation to multidimensional perfectionism and school climate on emotional well-being among a convenient sample of 454 male and female students from schools in Amman during the second semester of 2022/2023. Various scales were utilized to assess different aspects of student well-being: the Sterling Child Well-Being Scale for emotional well-being (Liddle & Carter, 2015), the Stöber scale for multidimensional perfectionism (1998), the Delaware scale for school climate (Bear et al., 2019), and the Lam et al. scale for study engagement (2014).

Methodology: An ex post facto design and path analysis using AMOS software were used to achieve the objectives of the study.

Results: The results showed that the dimensions of perfectionism are directly related to the dimensions of emotional well-being and are indirectly linked through the dimensions of emotional well-being and behavioral engagement. Additionally, the link between school climate and emotional well-being is both direct and indirect, with the latter occurring through the dimensions of emotional engagement and behavioral engagement. The results also indicated that cognitive engagement, emotional engagement, and positive appearance ultimately affect behavioral engagement.

Conclusion: Given the current findings, further research is needed to investigate multidimensional perfectionism and its relationship with students’ emotional well-being.