Abstract
This study explored the relationships among academic well-being, perceived well-being, social well-being, mental engagement, and self-reported academic achievement. A cross-sectional quantitative survey was conducted using a non-probability cluster convenience sampling approach, involving 1,200 undergraduate students. Data were gathered through standardized instruments, including the Adapted Academic Well-being Scale, WHO-5 Well-being Index, Adapted Social Well-being Scale, Adapted Mental Engagement Scale, and the Self-Reported Academic Achievement Scale. Structural Equation Modeling (SEM) with 5,000 bootstrap resamples was used to estimate the direct and indirect associations among the study variables. Academic well-being (
β
= .186) and perceived well-being (
β
= .143) were positively associated with self-reported academic achievement, whereas the direct association between social well-being and self-reported academic achievement was not statistically significant (
β
= .045,
p
= .190). Perceived well-being demonstrated the strongest positive association with mental engagement (
β
= .429), followed by social well-being (
β
= .283) and academic well-being (
β
= .116). Mental engagement significantly mediated the associations of all three well-being dimensions with self-reported academic achievement. Partial mediation was observed for academic and perceived well-being, while indirect-only mediation was observed for social well-being. The proposed structural model demonstrated good model fit (χ
2
/df = 2.41, CFI = .956, TLI = .948, RMSEA = .048, SRMR = .045). The findings contribute to the growing literature on student well-being by demonstrating that multiple dimensions of well-being are associated with mental engagement and self-reported academic achievement among Filipino college students. The findings suggest that psychological well-being, social connectedness, academic support, and mental engagement may represent important considerations for future institutional support initiatives and intervention research aimed at promoting positive self-reported academic achievement.