Family Functioning, Self-esteem, and Academic Engagement of High School Students

Abstract Introduction: Academic engagement is an indicator of effective functioning between the individual and school. Self-esteem and family system are related to academic engagement. This study analyzed the relationship between family functioning, self-esteem, and engagement in adolescents and established the mediating role of self-esteem in the relationship between family functioning and engagement. Methods: A cross-sectional study was conducted in 2019. The sample included 1287 high school students from Spain selected through cluster sampling, aged 14–18. Participants completed the Rosenberg Self-Esteem Scale, APGAR (for the assessment of family functionality), and Utrecht Work Engagement Scale for Students. Descriptive analysis and structural equation modeling were performed. Results: Positive relationships were found between engagement and family functioning and self-esteem. Clustering by the level of family functioning found significantly different scores in engagement and self-esteem between the three groups that suggest low self-esteem (F = 91.066; P < 0.001; η 2 = 0.128), vigor (F = 31.192; P < 0.001; η 2 = 0.046), dedication (F = 45.487; P < 0.001; η 2 = 0.066), and absorption (F = 45.487; P < 0.001; η 2 = 0.066) in children of dysfunctional families. Finally, a model was estimated that showed the direct effect of family functioning on children’s engagement (0.25, P < 0.001), mediated by self-esteem. Conclusions: The findings underscore the importance of nurturing self-esteem and robust family–school relationships to enhance student engagement. The development of school programs aimed at enhancing self-esteem and reinforcing the connections between family environments and academic institutions could transform educational experiences for adolescents, particularly those from less functional family backgrounds.