This study explores the relationship between student engagement and subjective well-being (SWB) among K-12 students, recognizing both concepts as key predictors for a range of student outcomes (Gubbels et al., 2019). However, the association of these variables remains unclear, with studies assuming different causal directions (Wong et al., 2024). This study addresses this gap by conducting a scoping review aimed to map different approaches in the international field. The objective is to provide recommendations for future empirical research.

The concept of student engagement is widely regarded as an important construct in educational psychology (Sinatra et al., 2015). Fredricks et al.'s (2004) multidimensional model has become particularly influential. In this conceptualization, student engagement consists of a behavioral, an emotional, and a cognitive dimension: behavioral engagement includes active participation in academic activities; emotional engagement encompasses students’ affective responses to the school environment, such as feelings of belonging or interest; and cognitive engagement involves a deep investment in learning, including strategic learning and self-regulation (Fredricks et al., 2004). Similarly, the concept of well-being is defined in multiple ways, illustrating its complex nature. Among these, SWB is frequently used in the field (Martela & Sheldon, 2019). SWB is defined as individuals’ evaluations of their lives, encompassing three core dimensions: positive affect, negative affect, and overall life satisfaction (Diener, 2012). These two conceptualizations were selected for this study due to their theoretical robustness and relevance in educational research.

To clarify the complex relationship between student engagement and SWB, this review focuses on four main aspects: (1) whether engagement or SWB is considered as the predictor,  (2) the theories supporting the models set up, (3) confounding variables included in the analyses, and (4) the study design and statistical techniques used.

A scoping review approach is chosen due to its exploratory and iterative nature, which is particularly suited for analyzing "umbrella terms" (e.g. student engagement and SWB) in heterogeneous research fields. Unlike systematic reviews, which are typically aimed at answering specific, narrow research questions, a scoping review allows for a broader and more comprehensive mapping of available evidence or methodological approaches without the need for a quality assessment of included studies. This allows a large number of studies to be identified and synthesized (Arksey & O'Malley, 2005). This scoping review focuses on quantitative studies from 2003 to 2024 involving K-12 students, with an emphasis on engagement, as defined by Fredricks et al. (2004), and SWB. To ensure comprehensive coverage, the search strategy included four databases—PsycINFO, ERIC, Education Database, and Web of Science—as well as an iterative search process that allows for refinement and expansion of the search strategy. The following search key was used in the initial search: engagement AND (well-being OR life satisfaction OR positive affect OR negative affect OR happiness). The search strategy was chosen on the basis of a recent international meta-analysis on this topic (Wong et al., 2024). The search strategy does not focus on specific countries or regions, but attempts to map findings and approaches in international research. For each relevant study, key information was extracted and categorized, including study design (cross-sectional vs. longitudinal), modeled direction of the relationship, additional confounding variables and theoretical framework used. The findings were tabulated to highlight patterns in methodology and theoretical underpinnings.

Mapping studies from the past 20 years, this scoping review offers a structured overview of methodological and conceptual issues in the international literature. Preliminary findings indicate that cross-sectional data is more commonly used than longitudinal data, and SWB is more frequently positioned as the outcome variable. Reciprocal designs, which could offer deeper insights into a potential bidirectional relationship between engagement and SWB, are rarely employed. The preliminary findings underscore the importance of adopting longitudinal and reciprocal designs. This is essential to elucidate causal direction and potential reciprocal effects, as they would enable a more dynamic view of how engagement and SWB may influence each other over time. This scoping review provides a structured overview of the methodological and conceptual approaches used to examine the relationship between engagement and SWB. The aim of the review is to offer recommendations for future investigations. The use of longitudinal, reciprocal designs, and theoretically robust models is essential to advance our understanding of how student engagement and SWB interact and to develop evidence-based strategies for enhancing educational outcomes.

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