Academic Resilience and Students’ Well-Being: The Role of Mindfulness and Academic Engagement as Mediators

Considering limited research on high school students’ well-being within the Indonesian context, the present study aims to advance research in this educational context by investigating the roles of mindfulness and academic engagement as mediators in the relationship between academic resilience and student well-being. A cross-sectional survey was conducted with 235 high school students aged 14–18 years ( M age = 16.38, SD = 0.84; 57.87% male and 42.13% female; 25.10% 10 th grade, 38.30% 11 th grade, and 36.60% 12 th grade), recruited through convenience sampling. Participants completed four validated instruments: the Academic Risk and Resilience Scale (ARRS), the Student Subjective Well-being Questionnaire (SSWQ), the Five Facet Mindfulness Questionnaire Short Form (FFMQ-SF), and the Utrecht Work Engagement Scale for Students (UWES-9S). Findings revealed that academic resilience significantly predicted student well-being, with mindfulness and academic engagement serving as significant serial mediating variables. These findings highlight the importance of fostering resilience, mindfulness, and engagement to support well-being in educational settings.