Whereas learning participation has been gauged by the likes of assignment submission and classroom attendance, a more superficial reading of behavior, today’s neuro-pedagogical thinking would have it that any high-level, genuine participation is put down to the psychological well-being of the student. The present study puts this to an empirical test, examining in detail the structural links between multi-dimensional well-being (affective security, eudaimonic flourishing, and emotional stability) and the more nuanced outcomes of learning: autonomous engagement, collaboration, task persistence and active inquiry.
We see it as incumbent on educational policymakers worldwide to build mental well-being into the very design of instruction if they are to have participatory learning communities. This research offers a blueprint for rethinking participation in terms of psychological health that is validated mathematically.