Subjective well-being level as a predictor of university students' psychological engagement in blended learning

Abstract

The purpose of this research is to identify the level of subjective well-being of university students in blended learning, investigate the relationship between subjective well-being and psychological engagement, determine the differences in their subjective well-being level in terms of gender and academic discipline variables, and explore the predictability of psychological engagement level through subjective well-being. For this purpose, the descriptive comparative correlative approach was utilised. Three hundred and sixteen male and female students participated in this research. For data collection, the College Subjective Well-being Questionnaire and the psychological engagement scale were applied to the participants. Results demonstrated that students had a high level of subjective well-being in all its dimensions, there was a statistically significant correlation at (0.01) level between psychological engagement and subjective well-being, the level of psychological engagement can be predicted through the level of subjective well-being, there were statistical differences in the subjective well-being level and all its dimensions due to gender in favour of female students, there were no statistical differences in the level of subjective well-being as a whole due to the academic discipline variable, while there were statistical differences in all its dimensions due to the academic discipline in favour of the literary disciplines.

Keywords: Blended learning, psychological engagement, subjective well-being