This study aims to gain a better understanding of the interrelation between students'
emotional and cognitive engagement that is mediated by experienced well-being in school.
The main hypothesis was that perceived emotional engagement constructed in the peer
group and in teacher–student interaction together with school-related well-being contributes
to students' perceived cognitive engagement and, further, to their school achievement. A
total of 170 students from three case study schools were surveyed, and the hypothesis was …