A cross-sectional study of subjective well-being, academic resilience, sense of coherence, student school connectedness, and academic achievement among college of education students in Ghana

Abstract

This study examined the relationships among subjective well-being, academic resilience, sense of coherence, and student school connectedness in relation to academic achievement among college of education students in Ghana. The research was conducted in 2023, and data were gathered over a three-month period from February to May 2023 using validated questionnaires administered to a representative sample of students. A quantitative cross-sectional design was employed, and multiple regression as well as mediation–moderation analyses were used to test the hypothesised relationships. The results showed that subjective well-being, academic resilience, sense of coherence, and student school connectedness each had a significant but modest positive effect on academic achievement. Academic resilience did not mediate the relationship between subjective well-being and academic achievement, indicating that the benefits of well-being operated directly rather than through resilience. Sense of coherence moderated the relationship between subjective well-being and academic resilience, while student school connectedness also moderated the link between academic resilience and academic achievement. These findings demonstrate the direct contribution of subjective well-being to academic success and highlight the importance of fostering coherent, resilient, and supportive learning environments within teacher education settings.