Well-Being At Secondary Schools: The Impact Of Academic And Social Well-Being On EFL Students’ Learning Engagement

prof. herri mulyono, ph.d.; siti zulaiha, m.al., ph.d.;

This study investigates the impact of academic and social well-being on English as a Foreign Language (EFL) students’ learning engagement in secondary schools. Recognizing that well-being encompasses both academic satisfaction and social connectedness, the research addresses the gap in understanding how these dimensions jointly influence student engagement. A quantitative survey design was employed, involving 1,093 secondary
school students in Bekasi, Indonesia. Data were collected through self-reported questionnaires measuring academic well-being, social well-being, and learning engagement, and were analyzed using Rasch model techniques and multiple linear regression. The instruments demonstrated strong psychometric properties, ensuring the validity and reliability of the measurements. The results revealed that both academic well-being (β = 0.294, p < .001) and social well being (β = 0.352, p < .001) significantly and positively predicted learning engagement among EFL students. Notably, academic well-being emerged as the strongest predictor, emphasizing the importance of fostering students’ academic self-efficacy, motivation, and emotional support to promote active participation in learning. Students who reported higher
academic satisfaction were more likely to engage meaningfully in their academic tasks. In addition, age differences were found; older students tended to report lower engagement levels compared to younger students. Meanwhile, gender, school level, and school status showed no significant effects on engagement, indicating that well-being strategies may be
universally beneficial across different student groups. These findings highlight the need for educational interventions that strengthen both academic and social dimensions of well-being. Schools should prioritize creating supportive environments that enhance students’ emotional safety, belongingness, and
academic competence, particularly to sustain engagement among older learners. Teachers, school counselors, and policymakers are encouraged to integrate well-being initiatives into classroom practices and broader school policies. Overall, this study contributes important insights to the field of student well-being and engagement, offering empirical evidence and
practical recommendations for promoting academic success among EFL students in secondary education contexts.