| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 102 === The main purpose of this study was to examine the relationship among academic self-concept, learning engagement, and well-being of junior high school students in Changhua County. The participants were 1012 seventh to ninth graders from 14 junior high schools in Changhua County. The instruments used in this study included ‘’personal information’’, ‘’Academic Self-concept Scale’’, ‘’Learning Engagement Scale’’, and ‘’Well-being Scale’’. The survey data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson Product-Moment correlation, multiple regression analysis, and hierarchical regression. The major results were as follows:
1. The current status of academic self-concept, learning engagement, and well-being were in an intermediate level in scales.
2. Background variables, gender and grade, have significant differences on academic self-concept, learning engagement, and well-being.
3. The positive relationships existed among academic self-concept, learning engagement, and well-being.
4. Academic self-concept and learning engagement can significantly predict well-being.
5. Learning engagement plays a mediator role between academic self-concept and well-being.
Based on the above conclusions, the suggestions of the findings were made for school administrators, teachers and students in junior high school, and future researchers.
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